BF3 Pocket Guide - Final PDF

BRIGHT FUTURES
Guidelines for Health Supervision of

Infants, Children, and Adolescents
THIRD EDITION
POCKET
GUIDE
Editors
Joseph F. Hagan, Jr, MD, FAAP
Judith S. Shaw, RN, MPH, EdD
Paula M. Duncan, MD, FAAP
FUNDED BY
US Department of Health and Human Services

Health Resources and Services Administration
Maternal and Child Health Bureau
PUBLISHED BY
The American Academy of Pediatrics
CITE AS
Hagan JF, Shaw JS, Duncan P, eds. 2008. Bright Futures: Guidelines for Health Supervision of Infants, Children, and
Adolescents, Third Edition. Pocket Guide. Elk Grove Village, IL: American Academy of Pediatrics.
Copyright 2008 by the American Academy of Pediatrics. All rights reserved. No part of this publication may be
reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher.
Library of Congress Catalog Card Number: 2007929964
ISBN-13: 978-1-58110-224-6
ISBN-10: 1-58110-224-0
BF0027
PUBLISHED BY
American Academy of Pediatrics

141 Northwest Point Blvd
Elk Grove Village, IL 60007-1098
USA
847-434-4000
AAP Web site: www.aap.org
Bright Futures Web site: http://brightfutures.aap.org
Additional copies of this publication are available from the American Academy of Pediatrics Online Bookstore at
www.aap.org/bookstore.
This publication has been produced by the American Academy of Pediatrics under its cooperative agreement
(U06MC00002) with the US Department of Health and Human Services, Health Resources and Services Administration
(HRSA), Maternal and Child Health Bureau (MCHB).
TABLE OF CONTENTS
Bright Futures at the American Academy of Pediatrics. . . . . . . . . v
How to Use This Guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Core Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
Building Effective Partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
Fostering Family-Centered Communication . . . . . . . . . . . . . . . . . . . xi
Promoting Health and Preventing Illness. . . . . . . . . . . . . . . . . . . . . . xii
Managing Time for Health Promotion . . . . . . . . . . . . . . . . . . . . . . . xiii
Educating Families Through Teachable Moments . . . . . . . . . . . . . . xiv
Advocating for Children, Families, and Communities . . . . . . . . . . . xv
Supporting Families Successfully . . . . . . . . . . . . . . . . . . . . . . . . . xvii
Children and Youth With Special Health Care Needs . . . . . . . . . . . xvii
Cultural Competence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvii
Complementary and Alternative Care . . . . . . . . . . . . . . . . . . . . . . xviii
Bright Futures Themes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xix
Bright Futures Health Supervision Visits . . . . . . . . . . . . . . . . . . . . 1
Acronyms Used in the Bright Futures Health Supervision Visits. . . . . 1
Prenatal Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Newborn Visit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
First Week Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1 Month Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
2 Month Visit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
4 Month Visit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
6 Month Visit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
9 Month Visit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
12 Month Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
15 Month Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
18 Month Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2 Year Visit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
2 12 Year Visit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
3 Year Visit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
4 Year Visit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
5 and 6 Year Visits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
7 and 8 Year Visits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
9 and 10 Year Visits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Early Adolescence (11 to 14 Year Visits) . . . . . . . . . . . . . . . . . . . . . 42
Middle Adolescence (15 to 17 Year Visits). . . . . . . . . . . . . . . . . . . . 46
Late Adolescence (18 to 21 Year Visits) . . . . . . . . . . . . . . . . . . . . . . 50
Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Developmental Milestones at a Glance Infancy . . . . . . . . . . . . . 54
Developmental Milestones at a Glance Early Childhood . . . . . . 55
Social and Emotional Development in Middle Childhood . . . . . . . . 56
Domains of Adolescent Development . . . . . . . . . . . . . . . . . . . . . . . 57
Recommended Medical Screening Infancy . . . . . . . . . . . . . . . . . 58
Recommended Medical Screening Early Childhood . . . . . . . . . . 59
Recommended Medical Screening Middle Childhood . . . . . . . . 60
Recommended Medical Screening Adolescence . . . . . . . . . . . . 61
Tooth Eruption Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Sexual Maturity Ratings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Useful Web Sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
iii
Bright Futures at the American

Academy of Pediatrics
ounded in 1930, the American Academy of

Pediatrics (AAP) is an organization of 60,000 pediatricians who are committed to the attainment of
optimal physical, mental, and social health and wellbeing for all infants, children, adolescents, and young
adults.
The Bright Futures initiative was launched in 1990
under the leadership of the Federal Maternal and Child
Health Bureau (MCHB) of the Health Resources and
Services Administration (HRSA) to improve the quality of
health services for children through health promotion and
disease prevention. In 2002, the MCHB selected the AAP
to lead the Bright Futures initiative. With the encouragement and strong support of the MCHB, the AAP and its
many collaborating partners set out to update the Bright
Futures Guidelines as a uniform set of recommendations
for health care professionals. The Bright Futures
Guidelines are the cornerstone of the Bright Futures initiative and the foundation for the development of all Bright
Futures materials.
What Is Bright Futures?

Bright Futures is a set of principles, strategies, and tools
that are theory based, evidence driven, and systems
oriented that can be used to improve the health and
well-being of all children through culturally appropriate
interventions that address their current and emerging
health promotion needs at the family, clinical practice,
community, health system, and policy levels.
Goals of Bright Futures
n Enhance health care professionals knowledge, skills,
and practice of developmentally appropriate health care
in the context of family and community.
n Promote desired social, developmental, and health
outcomes of infants, children, and adolescents.
n Foster partnerships between families, health care professionals, and communities.
n Increase family knowledge, skills, and participation in
health-promoting and prevention activities.
n Address the needs of children and youth with special
health care needs through enhanced identification and
services.
For more information about Bright Futures and
available materials and resources, visit http://
brightfutures.aap.org.
How to Use This Guide
he Pocket Guide is based on Bright Futures:

Guidelines for Health Supervision of Infants,
Children, and Adolescents, Third Edition. Presenting
key information from the Guidelines, the Pocket Guide
serves as a quick reference tool and training resource for
health care professionals.
Sections of the Pocket Guide

Themes: Highlights 10 cross-cutting child health topics
that are discussed in depth in the Guidelines. These
themes are important to families and health care professionals in their mission to promote the health and wellbeing of all children. The Pocket Guide lists these themes;
see the Guidelines for the full text.
The Health Visit: Focuses on specific age-appropriate
health and developmental issues.
Visit Priorities: The Bright Futures Expert Panels
acknowledge that the most important priority is to
attend to the concerns of the parent or youth. In addition, they have developed 5 priority health supervision
topics for each visit.
Developmental Observation: Includes observation of

parent-child interaction, developmental surveillance, and
school performance questions.
Physical Exam: Recommends a complete physical exam,
including specific issues for each visit.
Screening: Includes universal and selective screening
procedures and risk assessment.
Immunizations: Provides Centers for Disease Control
and Prevention/National Immunization Program and
American Academy of Pediatrics Red Book Web sites for
current schedules.
Anticipatory Guidance: Presents guidance for
families, organized by the 5 priorities of each visit.
Sample questions also are provided for selected topics.
Guidance and questions in black type are intended for
the parent; guidance and questions in green type are
intended for the child/adolescent/young adult. These can
be modified to match the health care professionals
communication style.
vii
Appendices: Includes developmental milestones at-aglance charts for infancy and early childhood, a chart on
social and emotional development in middle childhood,
a chart on domains of adolescent development,
recommended medical screening tables, a tooth eruption
chart, a sexual maturity ratings chart, and a list of useful
Web sites.
viii
Core Concepts
n todays complex and changing health care system,

health care professionals can improve the way they
carry out each visit by using an innovative health
promotion curriculum developed specifically to help
professionals integrate Bright Futures principles into
clinical practice.
This unique curriculum, developed by a health promotion work group supported by the Maternal and Child
Health Bureau, includes 6 core concepts:
Partnership
Communication
n Health promotion/illness prevention
n Time management
n Education
n Advocacy
n
n
A summary of each of these core concepts is presented on the following pages to help all professionals, both
those in training and experienced practitioners, bring
Bright Futures alive and make it happen for children and
families. For more information about this unique health
promotion curriculum, visit www.pediatricsinpractice.org.
All 6 core concepts rely on the health care professionals skills in using open-ended questions to communicate
effectively, partner with and educate children and their
families, and serve as their advocates to promote health
and prevent illness in a time-efficient manner.
Open-ended questions
Help to start a conversation
Ask: Why? How? What?
n Are interpretive
n Have a wide range of possible answers
n Stimulate thinking
n Promote problem solving
n
n
EXAMPLES:
How do you and your partner manage the babys behavior?

What do you do when you disagree?
(To a child) Tell me about your favorite activities at school.
Techniques
n
Begin with affirming questions.
EXAMPLE:
What are some games youre really good at?
Wait at least 3 seconds to allow the family to respond

to the question.
n Ask questions in a supportive way to encourage
communication.
n
ix
Building Effective Partnerships

A clinical partnership is a relationship in which participants
join together to ensure health care delivery in a way that
recognizes the critical roles and contributions of each partner (child, family, health care professional, and community) in promoting health and preventing illness. Following
are 6 steps for building effective health partnerships:
4. Identify shared goals.

n Promote view of health supervision as partnership
between child, family, health care professional, and
community.
n Summarize mutual goals.
n Provide links between stated goals, health issues, and
available resources in community.
1. Model and encourage open, supporting communication with child and family.
n Integrate family-centered communication strategies.
n Use communication skills to build trust, respect, and
empathy.
5. Develop joint plan of action based on stated

goals.
n Be sure that each partner has a role in developing the
plan.
n Keep plan simple and achievable.
n Set measurable goals and specific timeline.
n Use family-friendly negotiation skills to ensure
agreement.
n Build in mechanism and time for follow-up.
2. Identify health issues through active listening and

fact finding.
n Selectively choose Bright Futures Anticipatory Guidance
questions.
n Ask open-ended questions to encourage more complete sharing of information.
n Communicate understanding of the issues and provide
feedback.
3. Affirm strengths of child and family.

n Recognize what each person brings to the partnership.
n Acknowledge and respect each persons contributions.
n Commend family for specific health and developmental
achievements.
6. Follow up to sustain the partnership.

n Share progress, successes, and challenges.
n Evaluate and adjust plan.
n Provide ongoing support and resources.
Fostering Family-Centered Communication

Effective Behaviors
n Greet each family member and introduce self.
n Use names of family members.
n Incorporate social talk in the beginning of the interview.
n Show interest and attention.
n Demonstrate empathy.
n Appear patient and unhurried.
n Acknowledge concerns, fears, and feelings of child and
family.
n Use ordinary language, not medical jargon.
n Use Bright Futures Anticipatory Guidance questions.
n Give information clearly.
n Query level of understanding and allow sufficient time
for response.
n Encourage additional questions.
n Discuss family life, community, and school.
Active Listening Skills: Verbal Behaviors
n Allow child and parents to state concerns without
interruption.
n Encourage questions and answer them completely.
n Clarify statements with follow-up questions.
n Ask about feelings.
n Acknowledge stress or difficulties.
n Allow sufficient time for a response (wait time
>3 seconds).
Offer supportive comments.

Restate in the parents or childs words.
n Offer information or explanations.
n
n
Active Listening Skills: Nonverbal Behaviors

n Nod in agreement.
n Sit down at the level of the child and make eye contact.
n Interact with or play with the child.
n Show expression, attention, concern, or interest.
n Convey understanding and empathy.
n Touch child or parent (if appropriate).
n Draw pictures to clarify.
n Demonstrate techniques.
xi
Promoting Health and Preventing Illness

Because families often hesitate to begin discussion, it is
essential that health care professionals identify and focus
on the individual needs of the child and family.
1. Identify relevant health promotion topics.
n Ask open-ended, nonjudgmental questions to obtain
information and identify appropriate guidance.
n Ask specific follow-up questions to communicate
understanding and focus the discussion.
EXAMPLES:
Take time for self and partner for leisure and exercise.
Encourage partner to help care for child.
Accept support from friends, family.
3. Incorporate family and community resources.

n Approach child within context of family and
community.
n Identify each family members role.
EXAMPLES:
EXAMPLE:
How often and for how long do you breastfeed the baby? How
do you know when he wants to be fed?
n
Listen for verbal, and observe nonverbal, cues to

discover underlying or unidentified concerns.
EXAMPLE:
How do you balance your roles of partner and parent? When

do you make time for yourself?
Note:
n If parent hesitates with an answer, try to determine the
reason.
n If parent brings in child multiple times for minor
problems, explore the possibility of another unresolved
concern.
xii
2. Give personalized guidance.

n Introduce new information and reinforce healthy
practices.
Tell me about your childs bedtime routine.

Whos responsible for household chores?
Identify community resources, such as a lactation

consultant or local recreation centers.
n Develop working relationships with community professionals and establish lines of referral.
n Create a list of local resources with contact information.
n
4. Come to closure.
n Be sure that the health message is understood.
EXAMPLES:
Have I addressed your question?

Do you have any other concerns about your teens health?
n
Identify possible barriers.
EXAMPLE:
What problems do you think you might have in following

through with what we discussed today?
Managing Time for Health Promotion

1. Maximize time for health promotion.
n Use accurate methods that minimize documentation
time.
n Ask family to complete forms in waiting area.
n Organize chart in consistent manner.
n Scan chart before meeting with child and family.
n Train staff to elicit information and provide follow-up
with family.
2. Clarify health care professionals goals for visit.
n Review screening forms and other basic health data.
n Observe parent-child interaction.
n Identify needs, then rank them in order of importance.
n Clarify visit priorities.
Note:
The Pocket Guide organizes each visits Anticipatory
Guidance by designated priorities.
4. Work with the family to prioritize goals for the

visit.
n Explain purpose of visit (identify and address specific
concerns and overall health and development).
n Identify familys and health care professionals shared
goals.
n Prioritize needs through family-friendly negotiation.
EXAMPLE:
I appreciate your concerns about _____. While you are here, I

would also like to talk about ____.
5. Suggest other options for addressing unmet

goals.
n Acknowledge importance of issues that could not be
fully addressed during the visit.
n Offer additional resources (handouts, CDs, videotapes/
DVDs, Web-based materials).
n Suggest a follow-up visit or phone call.
n Provide referral to professional or community resource.
3. Identify familys needs and concerns for visit.

n Selectively use Bright Futures Anticipatory Guidance
sample questions.
n Include open-ended questions to draw family into visit.
EXAMPLE:
Tell me about the babys sleeping habits. What position does she
sleep in? (Elicits more than yes/no answer and presents teachable moment on back to sleep and sudden infant death syndrome.)
xiii
Educating Families Through Teachable Moments

Teachable moments occur multiple times each day, but
often go unrecognized. Health supervision visits present
opportunities for the health care professional to teach
the child and family.
1. Recognize teachable moments in health visit.
2. Clarify learning needs of child and family.
3. Set a limited agenda and prioritize needs together.
4. Select teaching strategy.
xiv
5. Seek and provide feedback.

6. Evaluate effectiveness of teaching.
Four characteristics of the teachable moment

Provides information bites (small amounts of information)
n Is directed to the childs or familys specific needs
n Is brief (eg, a few seconds)
n Requires no preparation time
n
TEACHING STRATEGIES
ADVANTAGES
Telling (explain, provide information, give direction)

Showing (demonstrate, model, draw)
Providing resources (handouts, videos/DVDs, Web sites)
Questioning (ask open-ended questions, allow time for response)
Practicing (apply new information)
Giving constructive feedback (seek familys perspective, restate, clarify)
Works well when giving initial explanations or clarifying concepts

Illustrates concepts for visual learners
Serves as a reference after family leaves the office/clinic
Promotes problem solving, critical thinking; elicits better information; stimulates recall
Reinforces new concepts
Affirms familys knowledge; corrects misunderstandings
Advocating for Children, Families, and Communities

Health care professionals can be involved in advocacy
either at an individual level (eg, obtaining services for a
child or family) or at a local or national level (eg, speaking
with the media, community groups, or legislators).
1. Identify family needs or concerns.
n Use open-ended questions to identify specific needs or
concerns of the family.
2. Assess the situation.

n Determine existing community resources.
n Learn about existing laws that address the issue.
n Review the data and resources to be sure they support
the issue.
n Assess political climate to determine support or
opposition.
EXAMPLE:
Is this issue of interest to anyone else (eg, school/early intervention teacher, local policy makers)? Who (or what) might oppose
the advocacy efforts? Why?
EXAMPLE:
What are some of the main concerns in your life right now?
n
Choose a specific area of focus.
EXAMPLE:
Obtaining special education services for a child.

n
n
Clarify familys beliefs and expectations about the issue.

Determine what has been done to date, and what has
(or hasnt) worked.
EXAMPLE:
Parents may have tried unsuccessfully to obtain services for their

child.
n
Obtain data through some initial fact finding.
EXAMPLE:
Contact board of education or local public health department.

n
Talk with others; determine progress.
EXAMPLE:
Do any local school coalitions address this issue?
3. Develop a strategy.
n Limit efforts to a specific issue.
EXAMPLE:
Obtaining special education services for one child rather than

changing the laws for all.
n
n
Use existing resources.

Start with small steps, then build upon successes.
4. Follow through.
n Be passionate about the issue, but willing to negotiate.
n Review the outcome.
n Evaluate your efforts.
n Determine next steps with family.
n Recognize that health care professionals and families
can learn from one another about effective advocacy.
xv
Supporting Families Successfully
nderstanding and building on the strengths of

families requires health care professionals to combine well-honed clinical interview skills with a willingness to learn from families. Families demonstrate a
wide range of beliefs and priorities in how they structure
daily routines and rituals for their children and how they
use health care resources. This edition of the Bright
Futures Guidelines places special emphasis on 3 areas of
vital importance to caring for children and families.
Children and Youth With Special Health Care Needs

As of 2000, more than 9 million children in the United
States have special health care needs. This means that 1
of every 5 households includes a child with a developmental delay, chronic health condition, or some form of
disability. Family-centered care that promotes strong
partnerships and honest communication is especially important when caring for children and youth with special
health care needs. These children and youth now live
normal life spans and tend to require visits with health
care professionals more frequently than other children.
At the same time, the impact of specialness or extensive health care needs should not overshadow the child.
The child or youth with special health care needs shares

most health supervision requirements with her peers.
Bright Futures uses screening, ongoing assessment,
health supervision, and anticipatory guidance as essential
interventions to promote wellness and identify differences in development, physical health, and mental health
for all children.
Cultural Competence
Cultures form around language, gender, disability, sexual
orientation, religion, or socioeconomic status. Even people who have been fully acculturated within mainstream
society can maintain values, traditions, communication
patterns, and child-rearing practices of their original culture. Immigrant families, in particular, face many cultural
stressors.
It is important for health care professionals who serve
children and families from backgrounds other than their
own to listen and observe carefully, learn from the family,
and work to build trust and respect. If possible, the presence of a staff member who is familiar with a familys
community and fluent in the familys language is helpful
during discussions with families.
xvii
Complementary and Alternative Care

Families must be empowered as care participants. Their
unique ability to choose what is best for their children
must be recognized. The health care professional must
be aware of the disciplines or philosophies that are chosen by the childs family, especially if the family chooses a
therapy that is unfamiliar or outside the scope of standard care. Such therapies are not necessarily harmful or
without potential benefit. Providers of standard care need
not be threatened by such choices. Therapies can be safe
and effective, safe and ineffective, or unsafe.
The use of complementary and alternative care is particularly common when a child has a chronic illness or
condition. Parents are often reluctant to tell their health
care professional about such treatments, fearing disapproval. Health care professionals should ask parents
directly, in a nonjudgmental manner, about the use of
complementary and alternative care.
Consultation with colleagues who are knowledgeable
about complementary and alternative care might be necessary. Discussion with a complementary and alternative
care therapist also may be useful.
xviii
Bright Futures Themes
number of themes are of key importance to families and health care professionals in their common mission to promote the health and
well-being of children from birth through adolescence.
These themes are:
Promoting Family Support

Promoting Child Development
n Promoting Mental Health
n Promoting Healthy Weight
n Promoting Healthy Nutrition
n Promoting Physical Activity
n Promoting Oral Health
n Promoting Healthy Sexual Development and Sexuality
n Promoting Safety and Injury Prevention
n Promoting Community Relationships and Resources
n
n
The Bright Futures Guidelines provide an in-depth,

state-of-the-art discussion of these themes, with evidence
regarding effectiveness of health promotion interventions
at specific developmental stages from birth to early adulthood. Health care professionals can use these comprehensive discussions to help families understand the
context of their childs health and support their childs

and familys development.
Because of the overwhelming importance to overall
health and well-being of mental health and healthy
weight, and the prevalence of problems in these areas,
the Bright Futures authors have designated Promoting
Mental Health and Promoting Healthy Weight as
Significant Challenges to Child and Adolescent
Health for this edition.
xix
Bright Futures Health Supervision Visits
his section presents all the Bright Futures Visits from

the Prenatal Visit to the 21 Year Visit. The Table
below lists the acronyms used in this section.
ACRONYMS USED IN THE BRIGHT FUTURES HEALTH SUPERVISION VISITS
AAP
ATV
BMI
CBE
CDC
CPR
DVD
HIV
IEP
OTC
SMR
STI
TV
WIC

All-terrain vehicle
Body mass index
Clinical breast examination
Centers for Disease Control and Prevention
Cardiopulmonary resuscitation
Digital Versatile Disc
Human immunodeficiency virus
Individualized Education Program
Over-the-counter
Sexual maturity rating
Sexually transmitted infection
Television
The Special Supplemental Nutrition Program for Women, Infants, and Children
Observation of Parent-Child Interaction: Who asks

questions and who provides responses to questions?
(Observe parent with partner, other children, other family
members.) Do the verbal and nonverbal behaviors/
communication among family members indicate support
and understanding, or differences of opinion and conflicts?
Screening
Discuss the purpose and importance of the newborn
screening tests (metabolic, hearing) that will be done in
the hospital before the baby is discharged.
Immunizations
INFANCY | PRENATAL VISIT
Discuss routine initiation of immunizations.
Anticipatory Guidance
FA M I LY R E S O U R C E S
Family support systems, transition home (assistance after

discharge), family resources, use of community resources
Your familys health values/beliefs/practices are important to the health of your baby.
What health practices do you follow to keep your family healthy?
Anticipate challenges of caring for new baby.

Ensure support systems at home (friends, relatives).
Contact community resources for help, if needed.
Tell me about your living situation. How are your resources for
caring for the baby?
2
Key= Guidance for parents, questions
PA R E N TA L ( M AT E R N A L ) W E L L - B E I N G
Physical/mental/oral health; nutritional status; medication

use; pregnancy risks
Maintain your health (medical appointments, vitamins,

diet, sleep, exercise, personal safety).
What have you been doing to keep yourself and your baby
healthy? Do you always feel safe with your partner? Would you like
information on where to go or who to contact if you ever need
help?
Know your HIV status.

Consider your feelings about the pregnancy.
How do you, your family, the father feel about your pregnancy?
What works for communicating with each other/making decisions?
BREASTFEEDING DECISION
Choose breastfeeding if possible; use iron-fortified

formula if formula feeding.
What are your plans for feeding your baby?
Tell me about supplement/OTC use.

Contact WIC/community resources if needed.
Are you concerned about having enough money to buy food or
infant formula? Would you be interested in resources that would
help you afford to care for you and your baby?
SAFETY
Car safety seats, pets, alcohol/substance use (fetal effects,

driving), environmental health risks (smoking, lead, mold),
guns, fire/burns (water heater setting, smoke detectors),
carbon monoxide detectors/alarms
Dont use alcohol/drugs.

Keep home/vehicle smoke-free; check home for lead,
mold.
Remove guns from home; if gun necessary, store
unloaded and locked with ammunition separate.
Do you keep guns at home? Are there guns in homes you visit
(grandparents, relatives, friends)?
Set home water temperature <120F; install smoke

detectors, carbon monoxide detector/alarm.
NEWBORN CARE
Introduction to the practice, illness prevention, sleep (back to

sleep, crib safety, sleep location), newborn health risks (hand
washing, outings)
INFANCY | PRENATAL VISIT
Breastfeeding plans, breastfeeding concerns (past experiences, prescription or nonprescription medications/drugs,

family support of breastfeeding), breastfeeding support
systems, financial resources for infant feeding
Ask for information about practice.

Put baby to sleep on back; choose crib with slats <2 83"
apart; have baby sleep in your room, in own crib.
Wash hands frequently (diaper changes, feeding).
Limit babys exposure to others.
Use safety belt.

Install rear-facing car safety seat in back seat.
Learn about pet risks.
Do you have pets at home? If you have cats, have you been tested
for toxoplasmosis antibodies?
INFANCY | NEWBORN VISIT
Observation of Parent-Child Interaction: Do parents

recognize and respond to the babys needs? Are they
comfortable when feeding, holding, or caring for the
baby? Do they have visitors or other signs of a support
network?
Surveillance of Development: Has periods of wakefulness, is responsive to parental voice and touch, is able to
be calmed when picked up, looks at parents when
awake, moves in response to visual or auditory stimuli.
Screening (See p 58.)
Physical Exam. Complete, including: Measure and

plot length, weight, head circumference; plot weight-forlength. Assess/Observe alertness, distress, congenital
anomalies; skin lesions or jaundice; head shape/size,
fontanelles, signs of birth trauma; eyes/eyelids, ocular
mobility. Examine pupils for opacification, red reflexes.
Universal: Metabolic and Hemoglobinopathy; Hearing

Selective: Blood Pressure; Vision
Take care of yourself; make time for yourself, partner.

Feeling tired, blue, or overwhelmed in first weeks is
normal. If it continues, resources are available for help.
Community agencies can help.
FA M I LY R E A D I N E S S
Family support, maternal wellness, transition, sibling

relationships, family resources
Accept help from family, friends.

Never hit or shake baby.
Assess/Observe pinnae, patency of auditory canals, pits or

tags; nasal patency, septal deviation; cleft lip or palate,
natal teeth, frenulum; heart rate/rhythm/sounds, heart
murmurs. Palpate femoral pulses. Examine/Determine
umbilical cord/cord vessels; descended testes, penile
anomalies, anal patency. Note back/spine/foot deformities. Perform Ortolani and Barlow maneuvers. Detect
primitive reflexes.
What makes you get upset with the baby? What do you do when
you get upset?
Immunizations
CDC: www.cdc.gov/vaccines
AAP: www.aapredbook.org
Tell me about your living situation. What are your resources for
caring for the baby?
I N FA N T B E H AV I O R S
Infant capabilities, parent-child relationship, sleep (location,

position, crib safety), sleep/wake states (calming)
FEEDING
Feeding initiation, hunger/satiation cues, hydration/jaundice,

feeding strategies (holding, burping), feeding guidance
(breastfeeding, formula)
Exclusive breastfeeding during the first 4-6 months provides ideal nutrition, supports best growth and development; iron-fortified formula is recommended substitute;
recognize signs of hunger, fullness; develop feeding
routine; adequate weight gain = 6-8 wet diapers a day,
no extra fluids; cultural/family beliefs.
If breastfeeding: 8-12 feedings in 24 hours; continue
prenatal vitamin; avoid alcohol.
If formula feeding: Prepare/store formula safely; feed
every 2-3 hours; hold baby semi-upright; dont prop
bottle.
Contact WIC/community resources if needed.
Are you concerned about having enough money to buy food for
yourself or infant formula?
SAFETY
Car safety seats, tobacco smoke, falls, home safety (review of

priority items if no prenatal visit was conducted)
Rear-facing car safety seat in back seat; never put baby

in front seat of vehicle with passenger air bag. Baby
must remain in car safety seat at all times during travel.
Always use safety belt; do not drive under the influence
of alcohol or drugs.
Keep home/vehicle smoke-free.
Keep hand on baby when changing diaper/clothes.
Keep home safe for baby.
What changes have you made in your home to ensure your baby's
safety?
INFANCY | NEWBORN VISIT
Learn babys temperament, reactions.

Create nurturing routines; physical contact (holding,
carrying, rocking) helps baby feel secure.
Put baby to sleep on back; dont use loose, soft
bedding; have baby sleep in your room, in own crib.
ROUTINE BABY CARE
Infant supplies, skin care, illness prevention, introduction to

practice/early intervention referrals
Use fragrance-free soap/lotion, avoid powders; avoid

direct sunlight.
Change diaper frequently to prevent diaper rash.
Cord care: air drying by keeping diaper below; call if
bad smell, redness, fluid from the area.
Wash your hands often.
What suggestions have you heard about things you can do to keep
your baby healthy?
Avoid others with colds/flu.
INFANCY | FIRST WEEK VISIT

and newborn respond to each other? Do parents appear
content, depressed, angry, fatigued, overwhelmed? Are
parents responsive to newborns distress? Do the parents
appear confident in caring for newborn? What are the
parents and newborns interactions around comforting,
dressing/changing diapers, and feeding? Do parents support each other?
Surveillance of Development: Is able to sustain periods of wakefulness for feeding, will gradually become
able to establish longer stretch of sleep (4-5 hours at
night); turns and calms to parents voice, communicates
needs through behaviors, has undifferentiated cry; is able
to fix briefly on faces or objects, follows face to midline;
is able to suck/swallow/breathe, shows strong primitive
reflexes, lifts head briefly in the prone position.
Health and depression, family stress, uninvited advice, parent

roles
Recognize fatigue, baby blues. Rest and sleep when

baby sleeps.

plot length, weight, head circumference. Plot weight-forlength. Assess/Observe rashes, jaundice, dysmorphic features; eyes/eyelids, ocular mobility. Examine pupils for
opacification, red reflexes. Assess dacryocystitis. Ascult for
heart murmurs. Palpate femoral pulses. Inspect umbilical
cord/cord vessels. Perform Ortolani/Barlow maneuvers.
Assess/Observe posture, neurologic tone, activity level,
symmetry of movement, state regulation.

Immunizations
How is the adjustment to the new baby going? Are there times
when you feel sad, hopeless, or overwhelmed?
Accept help from partner, family, friends.

Maintain family routines; spend time with your other
children.
Handle unwanted advice by acknowledging, then
changing subject.
NEWBORN TRANSITION
Help baby to develop sleep and feeding routines. Put

baby to sleep on back; choose crib with slats <2 83"
apart, keep sides up; dont use loose, soft bedding;
have baby sleep in your room, in own crib.
Help baby wake for feeding by patting/diaper
change/undressing.
Calm baby with stroking head or gentle rocking.
NUTRITIONAL ADEQUACY
Feeding success (weight gain), feeding strategies (holding,

burping), hydration/jaundice, hunger/satiation cues, feeding
guidance (breastfeeding, formula)
Exclusive breastfeeding during the first 4-6 months provides ideal nutrition, supports best growth and development; iron-fortified formula is recommended substitute;
no extra fluids; cultural/family beliefs.
How do you know if your baby is hungry? Had enough to eat?
If breastfeeding: Avoid own allergens; wait 1 month

before offering pacifier.
How is breastfeeding going? What concerns do you have?
If formula feeding: Prepare/store formula safely; feed 2

oz every 2-3 hours and more if still seems hungry; hold
baby semi-upright; dont prop bottle.
Contact WIC/lactation consultant if needed.
SAFETY
Car safety seats, tobacco smoke, hot liquids (water

temperature)
Use rear-facing car safety seat in back seat; never put

baby in front seat of vehicle with passenger air bag.
Dont smoke; keep home/vehicle smoke-free.
Avoid drinking hot liquids while holding baby; set
home water temperature <120F.
INFANCY | FIRST WEEK VISIT
Daily routines, sleep (location, position, crib safety), state

modulation (calming), parent-child relationship, early
developmental referrals
NEWBORN CARE
When to call (temperature taking), emergency readiness

(CPR), illness prevention (hand washing, outings), skin care
(sun exposure)
Take temperature rectally, not by ear.

What thermometer do you use? Do you know how to use it?
Create emergency preparedness plan (first-aid kit, list of

telephone numbers).
Wash hands often; avoid crowds.
Avoid sun, use childrens sunscreen; ask if rash is a concern.
INFANCY | 1 MONTH VISIT
Observation of Parent-Child Interaction: Do

parents appear content, depressed, angry, fatigued,
overwhelmed? Do parents appear uncertain or nervous?
How do the parent and infant interact? How do parents
respond to the infants cues? Do they appear to be comfortable with each other and with the baby?
Surveillance of Development: Responsive to calming
actions when upset; able to follow parents with eyes,
recognizes the parents voices; has started to smile; is
able to lift his head when on tummy.
plot length, weight, head circumference. Plot weight-forlength. Assess/Observe positional skull deformities; red
Health (maternal postpartum checkup, depression, substance

abuse), return to work/school (breastfeeding plans, child care)
Have postpartum checkup; recognize baby blues.

How are your spirits? What are your best and most difficult times
of day with the baby? Do you find youre drinking, using herbs, or
taking drugs to help you feel better?
Make back-to-work/school plans; plan for breastfeeding, child care.

reflexes, eye color/intensity/clarity, opacities, clouding of

cornea. Ascult for heart murmurs. Palpate femoral pulses.
Search for abdominal masses. Note umbilicus healing.
Perform Ortolani/Barlow maneuvers. Assess neurologic
tone, attentiveness to visual and auditory stimuli.

Selective: Blood Pressure; Vision; Tuberculosis
Immunizations
FA M I LY A D J U S T M E N T
Family resources, family support, parent roles, domestic

violence, community resources
Contact community resources if needed.

Tell me about your living situation. How are your resources for
caring for your baby (heat, appliances, housing, knowledge, insurance, money)? Who helps you with the baby?
Take time for self, partner.
Ask for help with domestic violence.
Learn infant first-aid/CPR/temperature taking; know

emergency telephone numbers; wash hands often.
I N FA N T A D J U S T M E N T
Sleep/wake schedule, sleep position (back to sleep, location,

crib safety), state modulation (crying, consoling, shaken
baby), developmental changes (bored baby, tummy time),
early developmental referrals
Develop consistent sleep/feeding routines.

apart; dont use loose, soft bedding; have baby sleep in
your room, in own crib; choose mesh playpen with
weave < 41 "; never leave baby in with drop side down.
Hold, cuddle, talk to baby often; calm baby by talking,
patting, stroking, rocking; never shake baby.
Start tummy time when awake.
FEEDING ROUTINES
Feeding frequency (growth spurts), feeding choices (types of

foods/fluids), hunger cues, feeding strategies (holding,
burping), pacifier use (cleanliness), feeding guidance
Exclusive breastfeeding during the first 4-6 months is

ideal; iron-fortified formula is recommended substitute;
3-4 stools a day; burp at natural breaks; no extra fluids,
food; recognize growth spurts.
How do you know if your baby is hungry?
If breastfeeding: Continue prenatal vitamin; wait until

4-6 weeks before offering pacifier/bottle.
If formula feeding: Prepare/store formula safely; feed 2
oz every 2-3 hours and more if still seems hungry; hold
baby semi-upright; dont prop bottle.
Do you always feel safe in your home? Has your partner or expartner ever hit you? Are you scared that you or other caretakers
may hurt the baby? Would you like information on where to go
and who to contact for help?
SAFETY
Car safety seats, toys with loops and strings, falls, tobacco
smoke

Keep hand on baby when changing diaper/clothes;
keep bracelets, toys with loops, strings/cords away
from baby.
10
Observation of Parent-Child Interaction: How

responsive are parents and infant to each other? Do
parents appear content, depressed, angry, fatigued, overwhelmed? Are parents comfortable and confident with
the infant? What are the parent-infant interactions
around feeding/eating, comforting, and responding to infant cues? Do parent and partner support each other?

plot length, weight, head circumference. Plot weight-forlength. Assess/Observe rashes or bruising, fontanelles;
eyes/eyelids, ocular mobility, pupil opacification, red
reflexes; heart murmurs, femoral pulses. Perform
Ortolani/Barlow maneuvers. Assess torticollis, neurologic
tone, strength and symmetry of movements.
Surveillance of Development: Attempts to look at

parent, smiles, is able to console and comfort self; begins
to demonstrate differentiated types of crying, coos, has
clearer behaviors to indicate needs. Indicates boredom; is
able to hold up head and begins to push up in prone
position, has consistent head control in supported sitting
position, shows symmetrical movements of head, arms,
and legs, shows diminishing newborn reflexes.
Take time for self, partner; maintain social contacts.

Engage other children in care of baby, as appropriate.

Immunizations
Health (maternal postpartum checkup and resumption of

activities, depression), parent roles and responsibilities, family
support, sibling relationships
Have postpartum checkup; talk with partner about

family planning.
I N FA N T B E H AV I O R
Parent-child relationship, daily routines, sleep (location,

position, crib safety), developmental changes, physical
activity (tummy time, rolling over, diminishing newborn
reflexes), communication and calming
Hold, cuddle, talk/sing to baby.

Maintain regular sleep/feeding routines.
apart, keep sides up; dont use loose, soft bedding;
have baby sleep in your room, in own crib.
Use tummy time when awake.
Learn babys responses, temperament, likes/dislikes.
Develop strategies for fussy times.
How much is your baby crying? What are some ways you have
found to calm your baby? What do you do if that doesnt work?
I N FA N T- FA M I LY S Y N C H R O N Y
Parent-infant separation (return to work/school), child care
Plan for return to school/work.

Choose quality child care; recognize that separation is
hard.
How do you feel about leaving your baby with someone else?
NUTRITIONAL ADEQUACY
Feeding routine, feeding choices (delaying complementary

foods, herbs/vitamins/supplements), hunger/satiation cues,
feeding strategies (holding, burping), feeding guidance

recognize signs of hunger, fullness; burp at natural
breaks; no extra fluids or food.
If breastfeeding: Continue with 8-12 feedings in 24
hours; plan for pumping/storing breast milk if returning
to work/school.
If formula feeding: Prepare/store formula safely; feed
every 3-4 hours; hold baby semi-upright; dont prop
bottle; no bottle in bed.
SAFETY
Car safety seats, water temperature (hot liquids), choking,

tobacco smoke, drowning, falls (rolling over)
What do you and your partner enjoy most about your baby? What
is challenging?

Dont drink hot liquids while holding baby; set home
water temperature <120F.
Dont leave baby alone in tub or high places (changing
tables, beds, sofas); keep hand on baby.
Keep small objects, plastic bags away from baby.
11
Observation of Parent-Child Interaction: Are parents

and infant responsive to each other? Do parents comfort
when infant cries? Are parents attentive to infant? Do
parents and infant demonstrate reciprocal engagement
around feeding/eating? Do parents respond to infants
cues and how does the infant respond?
12
Surveillance of Development: Smiles spontaneously,

elicits social interactions, shows solidified self-consolation
skills; cries in differentiated manner, babbles expressively
and spontaneously; responds to affection/changes in environment, indicates pleasure/displeasure; pushes chest to
elbows, has good head control, demonstrates symmetrical movements of arms/legs, begins to roll and reach for
objects.
FA M I LY F U N C T I O N I N G
Parent roles/responsibilities, parental responses to infant,

child care providers (number, quality)
Take time for self, partner; maintain social contacts;

spend time with your other children.
Hold, cuddle, talk/sing to baby.
Learn babys responses, temperament, likes/dislikes.

plot length, weight, head circumference. Plot weight-forlength. Assess/Observe rashes, bruising; positional skull
deformities; ocular mobility for lateral gaze, pupil opacification, red reflexes. Ascult for heart murmurs. Palpate
femoral pulses. Assess/Observe developmental hip dysplasia; neurologic tone, strength, and movement symmetry.

Universal: None
Selective: Blood Pressure; Vision; Hearing; Anemia
Immunizations
DC: www.cdc.gov/vaccines
What do you think your baby is trying to tell you when she cries,
looks at you, turns away, smiles?
Make quality child care arrangements.

I N FA N T D E V E L O P M E N T
Consistent daily routines, sleep (crib safety, sleep location),

parent-child relationship (play, tummy time), infant selfregulation (social development, infant self-calming)
Continue regular feeding/sleeping routines; put baby to

bed awake but drowsy.
What do you do to calm your baby? Do you ever feel that you or
other caretakers may hurt the baby? How do you handle that feeling?
O R A L H E A LT H
Maternal oral health care, use of clean pacifier, teething/

drooling, avoidance of bottle in bed
Dont share spoon or clean pacifier in your mouth;

maintain good dental hygiene.
Avoid bottle in bed, propping, grazing.
SAFETY
Car safety seats, falls, walkers, lead poisoning, drowning,

water temperature (hot liquids), burns, choking
NUTRITION ADEQUACY AND GROWTH
Feeding success, weight gain, feeding choices (complementary

foods, food allergies), feeding guidance (breastfeeding,
formula)

ideal; iron-fortified formula is recommended substitute.
Cereal can be introduced between 4-6 months, when
child is developmentally ready.
If breastfeeding: Recognize growth spurts; plan for safe
pumping/storing of breast milk.
If formula feeding: Prepare/store formula safely; 8 to 12
times in 24 hours; hold baby semi-upright; dont prop
bottle; no bottle in bed; consider contacting WIC.

Dont leave baby alone in tub, high places (changing
tables, beds, sofas); keep hand on baby; dont use
infant walker.
Set home water temperature <120F.
Avoid burn risk to baby (hot liquids, cooking, ironing,
smoking).
Keep small objects, plastic bags away from baby.
Check for sources of lead in home.
Put baby to sleep on back; dont use loose, soft bedding; lower crib mattress before baby can sit up;
choose mesh playpen with weave < 41 "; never leave
baby in with drop side down.
Use quiet (reading, singing) and active (tummy time)
playtime; provide safe opportunities to explore.
Continue calming strategies when fussy.
13
Observation of Parent-Child Interaction: Are the

parents and infant responsive to one another? Do the
parents show confidence with infant? Does the parentinfant relationship demonstrate comfort, adequate
feeding/eating, and response to the infants cues?
Do parents/partners support each other?
Surveillance of Development: Is socially interactive
with parent, recognizes familiar faces, babbles, enjoys
vocal turn taking, starts to know own name; uses visual
and oral exploration to learn about environment; rolls
over and sits, stands and bounces; moves to crawling
from prone; rocks back and forth; is learning to rotate in
sitting; will move from sitting to crawling.
plot length, weight, head circumference. Plot weight-for-
FA M I LY F U N C T I O N I N G
Balancing parent roles (health care decision making, parent

support systems), child care
Use support networks.

How are you balancing your roles of partner and parent? Who are
you able to go to when you need help with your family?
14
Choose responsible, trusted child care providers;

consider playgroups.
length. Assess/Observe rashes, bruising; ocular mobility,

eye alignment, pupil opacification, red reflexes. Ascult for
heart murmurs. Palpate femoral pulses. Assess/Observe
developmental hip dysplasia, neurologic tone, movement
strength and symmetry.

Universal: Oral Health
Selective: Blood Pressure; Vision; Hearing; Lead;
Tuberculosis
Immunizations
I N FA N T D E V E L O P M E N T
Parent expectations (parents as teachers), infant developmental changes (cognitive development/learning, playtime),
communication (babbling, reciprocal activities, early
intervention), emerging infant independence (infant selfregulation/behavior management), sleep routine (selfcalming/putting self to sleep, crib safety)
Use high chair/upright seat so baby can see you.
How does your baby communicate or tell you what he wants and
needs?
Continue regular daily routines; put baby to bed awake

but drowsy.
apart; dont use loose, soft bedding; lower crib mattress; choose mesh playpen with weave < 41 "; never
leave baby in with drop side down.
NUTRITION AND FEEDING: ADEQUACY/GROWTH
Feeding strategies (quantity, limits, location, responsibilities),

feeding choices (complementary foods, choices of fluids/juice),
feeding guidance (breastfeeding, formula)

recognize slowing rate of growth.
Determine whether baby is ready for solids; introduce
single-ingredient foods one at a time; provide iron-rich
foods; respond to babys cues.
Begin cup; limit juice (2-4 oz a day).
If breastfeeding: Continue as long as mutually desired.
If formula feeding: Dont switch to milk; contact
WIC/community resources for help.
O R A L H E A LT H
Fluoride, oral hygiene/soft toothbrush, avoidance of bottle in

bed
Assess fluoride source.

Brush with soft toothbrush/cloth and water.
Avoid bottle in bed, propping, grazing.
SAFETY
Car safety seats, burns (hot water/hot surfaces), falls (gates at

stairs and no walkers), choking, poisoning, drowning
Use rear-facing car safety seat in back seat until 1 year

AND 20 pounds; never put in front seat of vehicle with
passenger air bag.
Do home safety check (stair gates, barriers around
space heaters, cleaning products).
Dont leave baby alone in tub, high places (changing
tables, beds, sofas); dont use infant walker.
Keep baby in high chair/playpen when in kitchen.
Set home water temperature <120F.
Avoid burn risk to baby (stoves, heaters).
Keep small objects, plastic bags, away from baby.
To prevent choking, limit finger foods to soft bits.
Engage in interactive, reciprocal play. Talk/sing to,

read/play games with baby.
15
16

stimulate the infant with language, play? Do parents and
infant demonstrate reciprocal engagement around
feeding/eating? Can infant move away from parent to
explore and check back with parent visually and
physically? Are parents developmental expectations
appropriate? How do parents respond to infants
independent behavior within a safe environment?

plot length, weight, head circumference. Plot weight-forlength. Assess/Observe positional skull deformities; ocular
mobility, eye alignment, pupil opacification, red reflexes.
Ascult for heart murmurs. Palpate femoral pulses.
Assess/Observe developmental hip dysplasia; neurologic
tone, movement strength and symmetry. Elicit parachute
reflex.
Surveillance of Development: Has developed

apprehension with strangers, seeks out parent; uses
repetitive consonants and vowel sounds, points out
objects; develops object permanence, learns interactive
games, explores environment; expands motor skills.

Universal: Development; Oral Health
Selective: Blood Pressure; Vision; Hearing; Lead
Immunizations
FA M I LY A D A P TAT I O N S
Discipline (parenting expectations, consistency, behavior

management), cultural beliefs about child-rearing, family
functioning, domestic violence
Use consistent, positive discipline (limit use of the word

No, use distraction, be a role model).
Make time for self, partner, friends.

Ask for help with domestic violence.
Do you always feel safe in your home? Has your partner or expartner ever hit you? Are you scared that you or other caretakers
may hurt the baby? Would you like information on where to go
and who to contact for help?
I N FA N T I N D E P E N D E N C E
Keep consistent daily routines.

Provide opportunities for safe exploration, be realistic
about abilities.
How does your baby adapt to new situations, people, and places?
Recognize new social skills, separation anxiety; be sensitive to temperament.

Play with cause-and-effect toys; talk/sing/read together;
respond to babys cues.
How do you think the baby is learning? How is he communicating
with you?
Avoid TV, videos, computers.

FEEDING ROUTINE
Self-feeding, mealtime routines, transition to solids (tablefood introduction), cup drinking (plans for weaning)
Encourage use of cup; discuss plans for weaning.

Continue breastfeeding if mutually desired.
SAFETY
Car safety seats, burns (hot stoves, heaters), window guards,

drowning, poisoning (safety locks), guns
Use rear-facing car safety seat in back seat until 1 year

AND 20 pounds; never put baby in front seat of vehicle
with passenger air bag.
Dont leave heavy objects, hot liquids on tablecloths.
Do home safety check (stair gates, barriers around
space heaters, cleaning products, electrical cords).
Keep baby in high chair/playpen when in kitchen.
Install operable window guards on second- and higherstory windows.
Be within arms reach (touch supervision) near water,
pools, bathtubs.
Put Poison Control Center number at each telephone.
Changing sleep pattern (sleep schedule), developmental

mobility (safe exploration, play), cognitive development
(object permanence, separation anxiety, behavior and
learning, temperament versus self-regulation, visual
exploration, cause and effect), communication
Gradually increase table foods; ensure variety of foods,

textures.
Provide 3 meals, 2-3 snacks a day.
17
EARLY CHILDHOOD | 12 MONTH VISIT
18
Observation of Parent-Child Interaction: How does

parent interact with toddler? Does child check back with
parent visually? Does toddler bring an object to show
parent? How does parent react to praise of self or child
by health care professional? How do siblings interact with
toddler? Does parent seem positive about child?

plot length, weight, head circumference. Plot weight-forlength. Examine for red reflexes. Perform cover/uncover
test. Observe for caries, plaque, demineralization, staining. Observe gait. Determine whether testes fully descended.
Surveillance of Development: Plays interactive games,

imitates activities, hands parent a book when wants a
story, waves bye-bye, has strong attachment with
parent and shows distress on separation; demonstrates
protodeclarative pointing; imitates vocalizations/sounds;
speaks 1-2 words; jabbers with normal inflections; follows simple directions, identifies people upon request;
bangs 2 cubes held in hands, stands alone.
Make time for self and partner; time with family; keep
ties with friends.
Maintain or expand ties to your community; consider
parent-toddler playgroups, parent education, or support group.
FA M I LY S U P P O RT
Adjustment to the childs developmental changes and

behavior, family-work balance, parental agreement/
disagreement about child issues
Discipline with time-outs and positive distractions;

praise for good behaviors.
When your child is troublesome, what do you do?
Key= Guidance for parent, questions
Universal: Anemia; Lead (high prevalence/Medicaid)

Selective: Oral Health; Blood Pressure; Vision; Hearing;
Lead (low prevalence/no Medicaid); Tuberculosis
Immunizations
Who do you talk to about parenting issues?
E S TA B L I S H I N G R O U T I N E S
SAFETY
Home safety, car safety seats, drowning, guns
Establish family traditions.
Childproof home (medications, cleaning supplies,

heaters, dangling cords, stairs, small or sharp objects).
Use a rear-facing car safety seat until at least 1 year old
AND at least 20 pounds.
It is best to use a rear-facing car safety seat until highest weight or height allowed by manufacturer; make
necessary changes when switching to forward facing;
never place rear-facing car safety seat in front seat of
vehicle with passenger air bag; back seat is safest.
Stay within an arms reach (touch supervision) when
near water; empty buckets, pools, bathtubs immediately after use.
Remove guns from home; if gun necessary, store unloaded and locked, with ammunition locked separately.
What do you all do together? Tell me about your familys

traditions.
Continue 1 nap a day; nightly bedtime routine with

quiet time, reading, singing, a favorite toy.
Establish teeth brushing routine.
FEEDING AND APPETITE CHANGES
Self-feeding, nutritious foods, choices, grazing
Encourage self-feeding; avoid small, hard foods.

Feed 3 meals and 2-3 nutritious snacks a day; be sure
caregivers do the same.
Provide nutritious food and healthy snacks.
Trust child to decide how much to eat (toddlers tend to
graze).
Family time, bedtime, teeth brushing, nap times
E S TA B L I S H I N G A D E N TA L H O M E
First dental checkup, dental hygiene
Visit the dentist by 12 months or after first tooth.

Brush teeth twice a day with plain water, soft
toothbrush.
If still using bottle, offer only water.
19
20
Observation of Parent-Child Interaction: What is the

emotional tone between parent and child? How does
parent support toddlers need for safety and reassurance
in exam? Does toddler check back with parent visually?
How does parent react to praise from health care professional? How do siblings react to toddler?
Surveillance of Development: Listens to a story, imitates activities, may help in house; indicates wants by
pulling/pointing/grunting, brings objects to show, hands
a book when wants a story; says 2-3 words with meaning; understands/follows simple commands, scribbles;
walks well, stoops, recovers, can step backwards; puts
block in cup, drinks from cup.
C O M M U N I C AT I O N A N D S O C I A L D E V E L O P M E N T
Individuation, separation, attention to how child

communicates wants and interests, signs of shared attention
When possible, allow child to choose between 2

options acceptable to you.
Stranger anxiety and separation anxiety reflect new
cognitive gains; speak reassuringly.
Use simple, clear words and phrases to promote language development and improve communication.

plot length, weight, head circumference. Plot weight-forlength. Examine red reflexes. Perform cover/uncover test.
Observe for caries, plaque, demineralization, staining.
Observe for stranger avoidance.

Universal: None
Selective: Blood Pressure; Vision; Hearing
Immunizations
How does your child communicate what she wants? Does she
point to something she wants and then watch to see if you see
what shes doing?
SLEEP ROUTINES AND ISSUES
Regular bedtime routine, night waking, no bottle in bed
Maintain consistent bedtime and nighttime routine;

tuck in when drowsy, but still awake.
If night waking occurs, reassure briefly, give stuffed
animal or blanket for self-consolation.
Do not give bottle in bed.
SAFETY
Conflict predictors, distraction, praise for accomplishments,

consistency
Car safety seats, parental use of safety belts, poison,

fire safety
Some conflict/tantrums can be avoided by toddlerproofing home, using distractions, accepting messiness, allowing child to choose (when appropriate).
It is best to use rear-facing car safety seat until highest

weight or height allowed by manufacturer; make necessary changes when switching a convertible seat to
forward facing; never place rear-facing car safety seat in
front seat of vehicle with passenger air bag; back seat
is safest.
Make sure everyone uses a safety belt.
Review home safety (remove or lock up poisons,
cleaning supplies; use stair gates; install operable window guards on second- and higher-story windows).
What kinds of things do you find yourself saying No about?
Praise good behavior and accomplishments.

Use discipline for teaching/protecting, not punishing.
How are you and your partner managing your childs behavior?
What do you do when you disagree?
H E A LT H Y T E E T H
Brushing teeth, bottle usage
Schedule first dental visit if hasnt seen dentist yet.

Brush teeth twice a day with soft brush and plain
water.
Prevent tooth decay by good family oral health habits
(brushing, flossing), not sharing utensils or cup.
If nighttime bottle, use water only.
When did you last examine your home to make sure it is safe?
What emergency numbers do you have posted near your phones?
Install smoke detector on every level, test monthly/

change batteries annually; make fire escape plan; set
hot water <120F.
Keep hot liquids, lighters, matches out of reach.
T E M P E R TA N T R U M S A N D D I S C I P L I N E
21
Observation of Parent-Child Interaction: How do the

parent and child communicate? Does child show parent
book? Does parent ask child many questions or give
many directions? What is the tone of parent-child interactions? How does parent guide child to safe limits?
Surveillance of Development: Is interactive/withdrawn,
friendly/aggressive; laughs in response to others, explores
alone but with parent nearby; vocalizes and gestures,
speaks 6 words, points to indicate wants; points to 1
body part, follows simple instructions, knows names of
favorite books; walks up steps/runs; stacks 2 or 3 blocks,
scribbles, uses spoon/cup without spilling.
movement. Examine for red reflexes. Perform cover/

uncover test. Observe for nevi, caf au lait spots, birthmarks, bruising; caries, plaque, demineralization, staining,
injury.

Universal: Development, Autism
Selective: Oral Health, Blood Pressure, Vision, Hearing,
Anemia, Lead, Tuberculosis
Immunizations

plot recumbent length, weight, head circumference. Plot
weight-for-length. Observe gait, hand control, arm/spine
Parental well-being, adjustment to toddlers growing

independence and occasional negativity, queries about a
new sibling planned or on the way
22
Create family times; spend time with each child; take

actions to ensure own health.
What activities do you do as a family? Tell me if you have ever
been in a relationship where you have been hurt, threatened, or
treated badly? What did you do?
Support emerging independence but reinforce limits

and appropriate behavior.
Prepare toddler for new sibling by reading books
together about a new baby.
SAFETY
Adaptation to nonparental care and anticipation of return to

clinging, other changes connected with new cognitive gains
Car safety seats; parental use of safety belts; falls, fires, and
burns; poisoning; guns
Anticipate anxiety/clinging in new situations.

Praise good behavior/accomplishments.
Be consistent with discipline/enforcing limits, share with
other caregivers.
Enjoy daily playtime.
It is best to use a rear-facing car safety seat until

highest weight or height allowed by manufacturer;
make necessary changes when switching a convertible
seat to forward facing; never place rear-facing car
safety seat in front seat of vehicle with passenger air
bag; back seat is safest.
Make sure everyone uses a safety belt.
Use stair gates, install operable window guards on
second- and higher-story windows.
Prevent burns (hot liquids/stove/matches/lighters).
Install smoke detectors.
LANGUAGE PROMOTION/HEARING
Encouragement of language, use of simple words/phrases,

engagement in reading/singing/talking
Encourage language development by reading and

singing; talk about what you see.
Use simple words to describe pictures in book.
Use words that describe feelings and emotions to help
child learn about feelings.
How does your child communicate what she wants?
TOILET TRAINING READINESS
Recognizing signs of readiness, parental expectations
Wait until child is ready (dry for periods of about 2

hours, knows wet and dry, can pull pants up/down,
can indicate bowel movement).
Read books about using the potty, praise attempts to
sit on the potty.
C H I L D D E V E L O P M E N T A N D B E H AV I O R
Note: Bright Futures recommends anticipatory

guidance on reading aloud at every visit from 6
months to 5 years and encourages giving a book
at these visits. For more information, visit
www.reachoutandread.org.
23
EARLY CHILDHOOD | 2 YEAR VISIT
Observation of Parent-Child Interaction: How do parent and child communicate? What is tone of the interaction and the feelings conveyed? Does child feel free to
explore the room? How does the parent set limits?
Surveillance of Development: Imitates adults, plays
alongside other children, refers to self as I or me,
has at least 50 words, uses 2-word phrases, asks parent
to read a book; follows 2-step commands, completes
sentences and rhymes in familiar books; stacks 5 or 6
blocks, makes or imitates horizontal and circular strokes
with crayon, turns pages one at a time, imitates food
preparation, throws ball overhand; goes up and down
stairs one step at a time, jumps up.
circumference. Calculate and plot BMI, or plot weightfor-length. Examine for red reflexes. Perform cover/
uncover test. Observe for caries, plaque, demineralization, staining, injury, gingivitis. Observe running,
scribbling, socialization, ability to follow commands.
Assess language acquisition/clarity.

Universal: Autism; Lead (high prevalence/Medicaid)
Selective: Oral Health; Blood Pressure; Vision; Hearing;
Anemia; Lead (low prevalence/no Medicaid); Tuberculosis;
Dyslipidemia
Immunizations
Physical Exam. Complete, including: Measure standing height (preferred) or recumbent length, weight, head
Recognize that child may struggle to respond quickly;

talk and question slowly.
Should be able to follow simple 1 or 2 step commands.
ASSESSMENT OF LANGUAGE DEVELOPMENT
How child communicates, expectations for language
Model appropriate language.

Read together every day; child may love same story
over and over.
24
What do you think your child understands?
TELEVISION VIEWING
Sensitivity, approachability, adaptability, intensity
Limits on viewing, promotion of reading, promotion of

physical activity and safe play
Praise good behavior/accomplishments; listen to and

respect your child.
Help child express such feelings as joy, anger, sadness,
frustration.
Encourage self-expression.
Tell me about your childs typical play.
Learn childs way of reacting to people/situations.

Encourage child to play with other children.
How does your child act around other children?
TOILET TRAINING
What have parents tried, techniques, personal hygiene
Begin when child is ready (dry for periods of 2 hours,

knows wet and dry, can pull pants up/down, can indicate bowel movement).
Plan for frequent toilet breaks (up to 10 times a day).
Teach personal hygiene (wash hands, sneeze/cough
into shoulder).
Limit TV and video to no more than 1-2 hours of

quality programming per day.
If you allow TV, watch together and discuss.
Choose TV alternatives (reading, games, singing).
Encourage physical activity; be active as a family.
SAFETY
Car safety seats, parental use of safety belts, bike helmets,

outdoor safety, guns
Install car safety seat in back seat.

Make sure everyone else uses a safety belt.
Use bike helmet.
Supervise child outside, especially around cars,
machinery, in streets.
T E M P E R A M E N T A N D B E H AV I O R
25
EARLY CHILDHOOD | 2 12 YEAR VISIT
Observation of Parent-Child Interaction: How actively

do parent and child communicate? Does the child use
questions and phrases at appropriate age level? Do parent and child look at book, discuss, and interact? How
well does parent calm child?
26
Surveillance of Development: Play includes other children; has fears about unexplained changes in environment/unexpected events; uses phrases of 3-4 words, is
understandable to others 50% of the time; knows the
correct action for animal or person (eg, bird flies, man
talks), points to 6 body parts; jumps up and down in
place, throws ball overhand, brushes teeth with help,
puts on clothes with help, copies vertical line.
FA M I LY R O U T I N E S
Parental consistency, day and evening routines, enjoyable

family activities
Reach agreement with all family members on how best

to support childs emerging independence while maintaining consistent limits.
How well do you and your family agree on limits and discipline for
your child?

plot standing height (preferred) or recumbent length,
weight, head circumference. Calculate and plot BMI, or
plot weight-for-length. Examine red reflexes. Perform
cover/uncover test. Observe coordination, language
acquisition/clarity, socialization. Assess vocalizations.

Universal: Development
Selective: Oral Health; Blood Pressure; Vision; Hearing
Immunizations
Encourage family exercise (walking, swimming, biking).
Tell me how you have fun with your family.
Maintain regular family routines (meals, daily reading).

L A N G U A G E P R O M O T I O N A N D C O M M U N I C AT I O N
Interactive communication through song, play, and reading
Read together every day; go to the library.

Does he enjoy having stories read to him? Does he enjoy songs,
rhymes, and games with you?
Limit TV and video to no more than 1-2 hours a day;

monitor what child watches.
Is your child speaking in sentences?

PROMOTING SOCIAL DEVELOPMENT
Play with other children, limited reciprocal play, imitation of

others, choices
Encourage play with other children, but supervise

because child not ready yet to share/play cooperatively.
Build independence by offering choices between 2
acceptable alternatives.
Does your child enjoy making independent decisions? What are
some of the new things your child is doing?
P R E S C H O O L C O N S I D E R AT I O N S
Readiness for early childhood programs, playgroups, or

playdates
SAFETY
Water safety, car safety seats, outdoor health and safety

(pools, play areas, sun exposure), pets, fires and burns
Stay within an arms reach (touch supervision) near

water, bathtubs, pools, toilet.
Properly install car safety seat in back seat.
Supervise child outside, especially around cars, machinery; use bike helmet; limit sun, use sunscreen.
Install smoke detectors on every level, test monthly and
change batteries annually; make fire escape plan; keep
matches out of sight.
EARLY CHILDHOOD | 2 12 YEAR VISIT
Listen when child speaks; repeat, using correct

grammar.
Consider group child care, preschool program, organized playdates or playgroups.

What are your plans for child care or preschool in the year ahead?
Encourage toilet-training success by dressing child in

easy-to-remove clothes, establish daily routine, place on
potty every 1-2 hours, praise, maintain relaxed environment by reading/singing.
27
Observation of Parent-Child Interaction: How do

parent and child communicate? Does parent give child
choices? Does parent encourage the childs cooperation?
Does unacceptable behavior elicit appropriate responses?
Surveillance of Development: Has self-care skills (eg,
feeding, dressing); imaginative play becomes more
elaborate, enjoys interactive play; converses in 2-3
sentences, understandable to others 75% of the time,
names a friend; knows name, identifies self as girl/boy;
builds tower of 6-8 cubes, throws ball overhand, walks
up stairs alternating feet; copies a circle, draws person
with 2 body parts; day toilet trained for bowel and
bladder.
Family decisions, sibling rivalry, work balance
Be aware of differences/similarities in your parenting

style and that of your parents.
Show affection; handle anger constructively; reinforce
limits/appropriate behavior.
28
Key= Guidance for parent, questions; Guidance for child, questions
Physical Exam. Complete, including: Measure blood

pressure. Measure and plot height, weight. Calculate and
plot BMI. Attempt ophthalmoscopic exam of optic nerve
and retinal vessels. Observe for caries, plaque, demineralization, staining, injury, gingivitis; language acquisition,
speech clarity; adult-child interaction.

Universal: Visual Acuity
Selective: Oral Health; Hearing; Anemia; Lead;
Tuberculosis
Immunizations
Tell me how family members show affection, anger? Describe what
your family does together.
Help children develop good relations with each other;

spend time with each child.
How do your children get along together?
What do you like to do best with your brothers and sisters?
Take time for yourself; spend time alone with your

partner.
ENCOURAGING LITERACY ACTIVITIES
SAFETY
Car safety seats, pedestrian safety, falls from windows, guns
Read, sing, play rhyme games together.

Talk about pictures in books (dont always have to
read); let child tell story.
Encourage child to talk about friends, experiences.
Use forward-facing car safety seat, properly installed in

back seat.
Switch to belt-positioning booster seat when child
reaches highest weight/height allowed by manufacturer
of forward-facing seat with harness.
Supervise all play near streets/driveways; do not allow
child to cross street alone.
Move furniture away from windows; install operable
window guards on second- and higher-story windows.
Remove guns from home; if gun necessary, store unloaded and locked, with ammunition locked separately;
ask if guns in home where child plays.
How does your child tell you what he wants? How well does the
family understand his speech?
P L AY I N G W I T H P E E R S
Interactive games, play opportunities
Encourage play with appropriate toys and safe exploration; fantasy play.
Tell me about your childs typical play.
Encourage interactive games with peers; taking turns.
Singing, talking, describing, observing, reading
PROMOTING PHYSICAL ACTIVITY
Limits on inactivity
Create opportunities for family to share time and exercise together.

Promote daily physical activity at home, in child care or
in preschool.
Limit all screen time to no more than 1-2 hours a day;
no TV/DVD player in bedroom; monitor programs
watched.
29
30
Observation of Parent-Child Interaction: How do

parent and child communicate? Does parent allow child
to answer questions? Does child separate from parent
during exam? Does child dress and undress self? How do
parent, child, siblings interact? If offered books, does
parent let child choose?
Surveillance of Development: Describes features of
self; listens to stories, engages in fantasy play; gives
first/last name, knows what to do if cold/tired/hungry,
most speech clearly understandable; names 4 colors,
plays board/card games, draws a person with 3 parts;
hops on one foot, balances on one foot for 2 seconds,
builds tower of 8 blocks, copies a cross; brushes own
teeth, dresses self.
SCHOOL READINESS
Structured learning experiences, opportunities to socialize

with other children, fears, friends, fluency
Children are very sensitive, easily encouraged or hurt;

model respectful behavior and apologize if wrong;
praise when demonstrates sensitivity to feelings of
others.

plot BMI. Observe fine/gross motor skills. Assess language
acquisition, speech fluency/clarity, thought content/
abstraction.

Universal: Visual Acuity; Hearing
Selective: Anemia; Lead; Tuberculosis; Dyslipidemia
Immunizations
Provide opportunities to play with other children.

How interested is your child in other children? How confident is
she socially and emotionally?
Do you have a favorite friend?
Consider structured learning (preschool, Head Start, or

community program); visit parks, museums, libraries.
How happy are you with your child care arrangements? Does she
seem happy to go?
Reading is important to help child like reading and be

ready for school.
How does your child communicate what she wants and knows?
D E V E L O P I N G H E A LT H Y P E R S O N A L H A B I T S
Daily routines that promote health
Create calm bedtime ritual, mealtimes without TV,

toothbrushing twice a day with pea-sized toothpaste.
TELEVISION/MEDIA
Limits on viewing, promotion of physical activity and safe

play
Limit TV and video to 1-2 hours a day; no TV in bedroom; watch programs together and discuss.
Make opportunities for daily play; be physically active as
a family.
CHILD AND FAMILY INVOLVEMENT AND SAFETY IN THE COMMUNITY
Activities outside the home, community projects, educational

programs, relating to peers and adults, domestic violence
Maintain or expand participation in community

activities.
Expect curiosity about the body; use correct terms,
answer questions.
Teach your child rules for how to be safe with adults,
using 3 principles: (1) no adult should tell a child to
keep secrets from parents, (2) no adult should express

interest in private parts, (3) no adult should ask a child
for help with his/her private parts.
Know that help is available if personal safety is a
concern.
Many children I see have parents who have been hurt by someone
else, so I ask about it routinely. Are you scared that your partner or
someone else may try to hurt you or your child?
SAFETY
Belt-positioning booster seats, supervision, outdoor safety,

guns
Use a forward-facing car safety seat installed in back

seat until child reaches highest weight or height allowed by manufacturer of forward-facing seat with
harness. Then switch to belt-positioning booster seat.
Where do you sit when you ride in the car? Do you have a special
seat?
Give child time to finish sentences; encourage speaking

skills by reading/talking together.
Supervise all outdoor play, never leave child alone

outside; do not allow child to cross street alone.
Ask if guns are in homes where child plays.
31
MIDDLE CHILDHOOD | 5 AND 6 YEAR VISITS
Observation of Parent-Child Interaction: How do parent and child interact with health care professional? How
do parent and child interact? Does parent have realistic
expectations about child?
Surveillance of Development: Balances on one foot,
hops, and skips; able to tie a knot. Shows school readiness skills: has mature pencil grasp, can draw a person
with at least 6 body parts, prints some letters and
numbers, is able to copy squares and triangles, has good
articulation/language skills, counts to 10, names 4+
colors, follows simple directions, listens and attends.
language acquisition, speech fluency/clarity, thought

content, ability to understand abstract thinking.

5 Year Visit
Universal: Vision; Hearing
Selective: Anemia; Lead; Tuberculosis
6 Year Visit
Selective: Oral Health; Anemia; Lead; Tuberculosis;
Dyslipidemia

plot BMI. Attempt ophthalmoscopic exam of optic nerve
and retinal vessels. Observe for caries, gingival inflammation, malocclusion; fine/gross motor skills, gait. Assess
Immunizations
Prepare child for school; tour school; attend back-toschool events.
SCHOOL READINESS
Established routines, after-school care and activities,

parent-teacher communication, friends, bullying, maturity,
management of disappointments, fears
32
What concerns do you have about your childs ability to do well in

school?
Be sure after-school care is safe, positive.

Talk to child about school experiences.
Talk to parents about school, worries.
Tell me about your new school. Do kids ever call you mean names
or tease you?
M E N TA L H E A LT H
Continue family routines; assign household chores.

Show affection/respect; model anger management/selfdiscipline.
Use discipline for teaching, not punishing.
Solve conflict/anger by talking, going outside and playing, walking away.
What makes you sad, angry? How do you handle it?
NUTRITION AND PHYSICAL ACTIVITY
Healthy weight; appropriate well-balanced diet; increased

fruit, vegetable, whole-grain consumption; adequate calcium
intake; 60 minutes of exercise a day
Eat breakfast; eat 5+ servings of fruits/vegetables a day.

Limit candy/soda/high-fat snacks.
Have at least 2 cups low-fat milk/other dairy a day.
Be physically active 60 minutes a day.
Limit TV to 2 hours a day; no TV in bedroom.
O R A L H E A LT H
Regular visits with dentist, daily brushing and flossing,

adequate fluoride
Help child with brushing if needed.

Visit dentist twice a year.
Give fluoride supplement if dentist recommends.

Brush teeth twice a day; floss once.
SAFETY
Pedestrian safety, booster seat, safety helmets, swimming

safety, child sexual abuse prevention, fire escape/drill plan
and smoke detectors, carbon monoxide detectors/alarms,
guns
Teach safe street habits (crossing/riding school bus).

Use properly positioned belt-positioning booster seat in
back seat.
Ensure child uses safety equipment (helmet, pads).
Teach child to swim; supervise around water; use sunscreen.
Teach rules for how to be safe with adults: (1) no adult
should tell a child to keep secrets from parents, (2) no
adult should express interest in private parts, (3) no
adult should ask a child for help with his/her private
parts; explain privates.
Have you talked to your child about ways to avoid sexual abuse?
What would you do if a grown-up made you scared? Who could
you tell? Who would help you?
Install smoke detectors/carbon monoxide detector/

alarms; make fire escape plan.
Remove guns from home; if gun necessary, store unloaded and locked with ammunition locked separately.
Family time, routines, temper problems, social interactions
33
Observation of Parent-Child Interaction: How do parent and child interact? Does parent have realistic expectations about child? How does child interact with adults
other than parents?
Surveillance of Development:
Physical, cognitive, emotional, social, moral
competencies
Caring, supportive relationship with family, other adults,
peers
8 Year Visit
Selective: Anemia; Tuberculosis; Dyslipidemia

plot BMI. Observe hip/knee/ankle function. Observe for
caries, gingival inflammation, and malocclusion. Assess
for SMR.
34
7 Year Visit
Universal: None
Selective: Vision; Hearing; Anemia; Tuberculosis
Immunizations
SCHOOL
Adaptation to school, school problems (behavior or learning

issues), school performance/progress, involvement in school
activities and after-school programs, bullying, parental
involvement, IEP or special education services
Show interest in school and activities.

How is your child doing in school? How do you help your child
solve conflicts?
How do you like school? Are you picked on by others?
If concerns, ask teacher about evaluation for special

help/tutoring; help with bullying.
D E V E L O P M E N T A N D M E N TA L H E A LT H
Independence, self-esteem, establishing rules and

consequences, temper problems, managing and resolving
conflicts, puberty/pubertal development
Encourage competence/independence.
What new things have you tried recently?
Show affection, praise child.

Be positive role model; do not hit or let others hit.
Discuss rules, consequences.
Be aware of pubertal changes; answer questions

simply.
What have you told your child about how to care for his changing
body?
Do you know what puberty is? Has anyone talked with you about
how your body will change during puberty?
Healthy weight, appropriate food intake, adequate calcium,

water instead of soda, adequate physical activity in organized
sports/after-school programs/fun activities, limits on screen
time
Encourage nutritious food choices.

What do you think of your childs weight and growth over the past
year?
Eat 5+ servings of fruits/vegetables a day; eat breakfast.

Limit candy/soda/high-fat snacks.
Get at least 2 cups low-fat milk/other dairy a day.
Eat meals as a family.
Be physically active 60 minutes a day.
How often do you go outside to play?
Limit screen time to 2 hours a day; no TV/computer in

bedroom.
How much time do you spend each day with TV or computers?
What types of discipline do you use most often?
Talk about worries.

Who do you talk to about your worries and things that make you
mad?
35
O R A L H E A LT H

adequate fluoride
Take child to dentist twice a year.

Wear mouth guard during sports.
SAFETY
Knowing childs friends and their families, supervision with

friends, safety belts/booster seats, helmets, playground
safety, sports safety, swimming safety, sunscreen, smoke-free
home/vehicles, guns, careful monitoring of computer use
(games, Internet, e-mail)
Know childs friends; teach home safety rules for fire/

emergencies; teach rules for how to be safe with
adults: (1) no adult should tell a child to keep secrets
from parents, (2) no adult should express interest in
private parts, (3) no adult should ask a child for help
with his/her private parts.
Do you know what to do if you get home and Mom or Dad are
not there? What would you do if you felt unsafe at a friends
house? Has anyone touched you in a way that made you feel
uncomfortable?
36
Use belt-positioning booster seat in back seat until the

lab/shoulder belt fits.
Ensure child uses safety equipment (helmet, pads).
Teach child to swim; supervise around water; use
sunscreen.
Keep home/vehicle smoke-free.
Monitor computer use; install safety filter.
How much do you know about your childs Internet use? Do you
have rules for the Internet?
What would you do if you came to a site that scared you?
Observation of Parent-Child Interaction: Does parent

allow child to talk with health care professional directly?
self-inflicted injuries. Note nevi or birthmarks. Examine

back. Assess SMR.
Physical, cognitive, emotional, social, and moral competencies
Behaviors that promote wellness and contribute to a
healthy lifestyle
and peers
Sense of self-confidence and hopefulness
Increasingly responsible and independent decision
making

plot BMI. Observe tattoos/piercings/signs of abuse,
38
9 Year Visit
Universal: None
Selective: Vision; Hearing; Anemia; Tuberculosis
10 Year Visit
Selective: Anemia; Tuberculosis; Dyslipidemia
Immunizations
SCHOOL
School performance, homework, bullying
Show interest in school performance and activities; if

concerns, ask teacher about extra help.
What are some things you are good at?
Create quiet space for homework.

Get help from teacher/trusted adult if bullied.
D E V E L O P M E N T A N D M E N TA L H E A LT H
Emotional security and self-esteem, family communication

and family time, temper problems and setting reasonable
limits, friends, school performance, readiness for middle
school, sexuality (pubertal onset, personal hygiene, initiation
of growth spurt, menstruation and ejaculation, loss of baby
fat and accretion of muscle, sexual safety)
Promote independence, self-responsibility; assign

chores; provide personal space at home.
Be a positive role model; discuss respect, anger
management.
Know childs friends; supervise activities with peers.
What do you and your friends like to do together? What do you
do when friends pressure you to do things you dont want to do?
Anticipate new adolescent behaviors, importance of

peers.
Answer questions about puberty/sexuality; counsel to

avoid sexual activity; teach rules for how to be safe
with adults: (1) no adult should tell a child to keep secrets from parents, (2) no adult should express interest
in private parts, (3) no adult should ask a child for help
with his/her private parts.
How well do you and your partner agree on how to talk with your
child about sexual development and sexuality? How would you
respond if your child asked you about homosexuality?
What questions do you have about the way your body is
developing?
Weight concerns, body image, importance of breakfast, limits

on high-fat foods, water rather than soda or juice, eating as a
family, physical activity
Encourage nutritious food choices.

What do you think of your childs weight and growth over the past
year?
What did you eat for breakfast today? Are you able to eat 5 or
more fruits and vegetables every day? How do you feel about how
you look? How often have you cut back on how much you eat or
dieted to lose weight?
Be physically active 60 minutes a day; limit nonacademic screen time to 2 hours a day.
How often do you go outside and play?
39
O R A L H E A LT H

adequate fluoride

Wear mouth guard during sports.
SAFETY
Safety belts, helmets, bicycle safety, swimming, sunscreen,

tobacco/alcohol/drugs, knowing childs friends and their
families, supervision of child with friends, guns
The back seat is the safest place to ride. Switch from

booster seat to safety belt in rear seat, when the safety
belt fits.
Use safety equipment (helmets, pads).
Teach child to swim, supervise around water; use
sunscreen.
Counsel about avoiding tobacco, alcohol, drugs.
Is smoking, alcohol, or drug use a concern in your family? Is your
child exposed to substance abuse?
Know childs friends; make plan for personal safety.

What would you do if you felt unsafe at a friends house? Has anyone touched you in a way that made you feel uncomfortable?
40
Remove guns from home; if gun necessary, store unloaded and locked with ammunition separate.
Homicide and completed suicide are more common in homes with
guns. Have you considered not owning a gun because it poses a
danger to the family?
What have your parents taught you about guns and gun safety?
EARLY ADOLESCENCE | 11 TO 14 YEAR VISITS
42
Observation of Parent-Youth Interaction: How comfortably do youth and parent interact? Who asks and
answers most questions? Does youth express interest in
managing his own health?
Physical, cognitive, emotional, social, and moral
competencies
Behaviors that contribute to a healthy lifestyle
and peers
Positive engagement with community
Self-confidence, hopefulness, well-being, and resiliency
when confronted with life stressors
making
plot BMI. Inspect for acne, acanthosis nigricans, atypical

nevi, tattoos/piercings, signs of abuse or self-inflicted
injury. Examine back. Females: Assess SMR; signs of STIs.
Perform pelvic exam if warranted. Males: Observe for
gynecomastia. Assess SMR, signs of STIs. Examine
testicles for hydrocele, hernias, varicocele, masses.

Universal: Vision (once in early adolescence)
Selective: Vision (when universal screening not performed); Hearing; Anemia; Tuberculosis; Dyslipidemia;
STIs; Pregnancy; Cervical Dysplasia; Alcohol or Drug Use
Immunizations

Note: Beginning with the Early Adolescence Visits, many health care professionals conduct the first part of the medical
interview with the parent in the examination room, and then spend time with the adolescent alone. This approach
helps adolescents build a unique relationship with their health care professional, promotes confidence and full
disclosure of health information, and enhances self-management. When explained within the context of healthy
adolescent development, parents usually support this approach.
Key= Guidance for parent, questions; Guidance for youth, questions
PHYSICAL GROWTH AND DEVELOPMENT
Physical and oral health, body image, healthy eating, physical

activity
Visit dentist twice a year; give fluoride supplement if

dentist recommends.
Brush teeth twice a day, floss once.
Support healthy self-image by praising
activities/achievements, not appearance.
Encourage fruits/vegetables, whole grains, low-fat
dairy; limit candy/chips/soda.
Have 3+ servings low fat milk/other dairy a day;
eat with your family.
SOCIAL AND ACADEMIC COMPETENCE
Connectedness with family, peers, and community;

interpersonal relationships; school performance
Clearly communicate rules/expectations/family responsibilities; spend time with your youth, get to know
friends.
Stay connected with family; follow family rules and
curfews.
Help youth follow their interests to new activities,

increase awareness of community issues/needs.
Explore interests and new activities, including those that
help others.
Praise positive efforts in school; help with organization/
priority setting; encourage reading.
Take responsibility for schoolwork; talk to parent/trusted
adult about problems at school.
EMOTIONAL WELL-BEING
Coping, mood regulation and mental health, sexuality
Involve youth in family decision making; encourage her

to think through problems.
Find ways to deal with stress.
Tell me your concerns about your childs behavior,
moods, mental health, or substance use.
Do you have concerns about your childs emotional health?
Everyone has difficult times and disappointments but

usually theyre temporary. Talk with parents/trusted
adult/me if you are feeling sad, depressed, nervous,
hopeless, or angry, especially if it makes it hard for you
to keep on track with school, family, friends, and a
generally positive attitude toward life.
Have you been feeling bored, sad, or irritable most of the time? Do
you ever feel so upset that you wished you were not alive or that
you wanted to die?
43
44
Youth go through puberty at different times; talk to

your youth about the physical changes that occur
during puberty, including menstruation for girls.
Discuss your expectations/values about dating, relationships, and sex.
Get accurate information about physical development,
sexual feelings, and sexuality; talk to parents/trusted
adult/me.
For females: Have you had your first period? If so, tell me more
(how often, how heavy?) For females and males: Have you talked
with your parents about dating and sex?
RISK REDUCTION
Tobacco, alcohol, or other drugs; pregnancy; STIs
Know youths friends and activities; clearly discuss rules,

expectations.
Talk with youth about tobacco/alcohol/drugs; praise
him for not using; be a role model.
Consider locking liquor cabinet, putting prescription
medicines in a place where youth cannot get them.
Do you regularly supervise your childs social and recreational
activities? What have you and your child discussed about the risk
of using alcohol/tobacco/drugs?
Dont smoke, drink, use drugs; avoid situations with

drugs/alcohol; support friends who dont use; talk
with me if concerned about your own, or a family
members, use.
Key= Guidance for parent, questions; Guidance for youth, questions
Have you ever experimented with smoking/tobacco/alcohol/

drugs/steroids? Do you ever sniff, huff, or breathe anything to
get high?
Talk about relationships, sex, values; encourage sexual

abstinence; provide opportunities for safe activities.
How do you plan to help your child deal with pressures to have
sex?
The safest way to prevent pregnancy and STIs is to not

have sex, including oral sex.
Plan how to avoid risky situations; if sexually active,
protect against STIs/pregnancy.
Have you had sex? Was it wanted or unwanted? Have you ever
been forced or pressured to do something sexual that you havent
wanted to do? Were your partners male or female, or have you
had both male and female partners? Were your partners younger,
older, or your age? Did you use a condom or other contraceptive?
V I O L E N C E A N D I N J U RY P R E V E N T I O N
Safety belt and helmet use, substance abuse and riding in a

vehicle, guns, interpersonal violence (fights), bullying
Wear safety belt; dont allow ATV riding.

Wear safety belt, helmet, protective gear, life jacket.
Help youth make plan for handling situation in which
she feels unsafe riding in a car.
Dont ride in car with driver who has used
alcohol/drugs; call parents/trusted adult for help.
Do you have someone you can call for a ride if you feel unsafe
riding with someone?
Homicide and completed suicide are more common in homes with

guns. Have you considered not owning a gun because it poses a
danger to the family?
Do you ever carry a gun or knife?
Healthy dating relationships are built on respect and

concern; saying NO is okay.
Have you ever been touched in a way that made you feel uncomfortable or was unwelcome? Have you ever been touched on your
private parts against your wishes? Has anyone ever forced you to
have sex?
Teach nonviolent conflict-resolution techniques.

Manage conflict nonviolently; talk to parent/trusted
adult if bullied, stalked.
45
MIDDLE ADOLESCENCE | 15 TO 17 YEAR VISITS
Observation of Parent-Youth Interaction: How

comfortably do youth and parent interact? Who asks and
answers most questions? Does youth express interest in
managing his own health?
competencies
and peers
making
46
Key= Guidance for youth, questions; Guidance for parent, questions

nevi, tattoos, piercings, signs of abuse or self-inflicted
injury. Examine back. Females: Assess SMR, signs of STIs.
Perform pelvic exam if warranted. Males: Observe for
gynecomastia; SMR; signs of STIs. Examine testicles for
hydrocele, hernias, varicocele, masses.

Universal: Vision (once in middle adolescence)
Selective: Vision (when universal screening not performed); Hearing; Anemia; Tuberculosis; Dyslipidemia;
Immunizations

activity

Protect your hearing.
Maintain healthy weight by balancing food
choices/physical activity.
Support healthy self-image by praising youths
activities/achievements, not appearance.
Eat 3 meals a day, especially breakfast; focus on healthy
food choices; have 3+ daily servings low-fat milk/other
dairy; eat with your family.
Encourage healthy eating.
Encourage physical activity.
Connectedness with family, peers, and community;

interpersonal relationships; school performance
Stay connected with family, help at home; get involved

with community, friends; follow family rules (cars,
curfews).
Explore interests, new activities, including those that

help others.
Spend time with/praise youth; show affection; agree
on limits, consequences; help youth follow interests to
new activities, increase awareness of community
issues/needs.
Take responsibility for schoolwork; talk to parent/trusted
adult about problems at school.
Emphasize school, praise positive efforts, help with
organization/priority setting, encourage reading. E M O
Find ways to deal with stress; talk with parents/trusted

adult.
Involve youth in family decision making; encourage her
to think through problems and practice independent
decision making.
Recognize that hard times come and go; talk with
parents/trusted adult.
Have you been feeling bored, sad, or irritable most of the time?
Do you ever feel so upset that you wished you were not alive or
that you wanted to die?
Recognize signs of depression, anxiety or other mental

health issues (irritability, changes in food/sleep habits,
not adhering to rules, substance abuse).
Do you have concerns about your youths emotional health?
47
48
Get accurate information about sexuality, physical

development, sexual feelings; talk to parents/trusted
adult/me.
For females: Tell me about your periods (how often, how heavy,
painful, most recent). For females and males: Have you talked with
your parents about crushes youve had, about dating and relationships, and about sex? Do you have any questions related to physical development, sexuality, gender identity (your identity as a male
or female), or sexual orientation? Have you had sex?
Communicate frequently and share expectations clearly.

RISK REDUCTION
Tobacco, alcohol, or other drugs; pregnancy; STIs
Dont smoke, drink, use drugs; avoid situations with

drugs/alcohol; support friends who dont use; talk with
me if youre concerned about family members use.
Have you ever experimented with smoking/tobacco/alcohol/
drugs/steroids? Do you ever sniff, huff, or breathe anything to
get high?
Talk with youth about tobacco/alcohol/drugs; know

youths friends and activities; clearly discuss rules/
expectations; praise him for not using; be a role model;
consider locking liquor cabinet, putting prescription
medicines in a place where youth cant find them.
Do you regularly supervise your youths social and recreational
activities? What have you and your youth discussed about the risk
of using alcohol/tobacco/drugs?
Key= Guidance for youth, questions; Guidance for parent, questions
Abstaining from sexual intercourse, including oral sex, is

the safest way to prevent pregnancy and STIs; plan
how to avoid sex, risky situations.
If sexually active, protect against STIs/pregnancy.
Have you had sex? Was it wanted or unwanted? Have you ever felt
pressured or forced to do something sexual that you didnt want
to do? How many partners have you had in the past year? Were
your partners male or female or have you had both male and
female partners? Did you use a condom or other contraceptive?
Encourage sexual abstinence; help youth make a plan

for resisting pressure; support safe activities at school;
talk about your values; have discussions with youth
as she accepts responsibility for her decisions and
relationships.
Have you shared with your youth your hopes, expectations, and
values about relationships and sex ?
Safety belt and helmet use, driving (graduated license) and

substance abuse, guns, interpersonal violence (dating
violence), bullying

Limit night driving, driving with teen passengers.
Wear safety belt; be involved in youths driving, set
limits/expectations about number of passengers, night
driving, distracted driving, high-risk situations.
Do you have someone you can call for a ride if you feel unsafe
riding with someone?
Fighting, carrying weapons can be dangerous.

Do you ever carry a gun? Is there a gun at home?
Remove guns from home; if gun necessary, store unloaded and locked with ammunition locked separately;
keep key inaccessible to youth.
Manage conflict nonviolently; avoid risky situations;
healthy dating relationships are built on respect and
doing things you both like to do; saying NO is okay.
Teach nonviolent conflict-resolution techniques.
Dont ride in car with driver who has used alcohol/

drugs; call parents/trusted adult for help; dont drink
and drive.
49
LATE ADOLESCENCE | 18 TO 21 YEAR VISITS
Observation of Parent-Young Adult Interaction:

How comfortably do young adult and parent, if present,
interact? Is young adult appropriately encouraged to
manage own health?
competencies
and peers
making
50
Key= Guidance for young adult, questions

nevi, tattoos, piercings, signs of abuse or self-inflicted
injury. Females: CBE routine after age 20. Assess signs of
STIs. Perform pelvic exam if warranted. Males: Assess
SMR; signs of STIs. Examine testicles for hydrocele,
hernias, varicocele, masses.

Universal: Vision (once in late adolescence); Dyslipidemia
(once in late adolescence)
Selective screening: Vision (when universal screening
not performed); Hearing; Anemia; Tuberculosis;
Dyslipidemia (when universal screening not performed);
Immunizations

activity
Brush teeth twice a day, floss once; visit dentist twice a

year.
Protect your hearing.
Eat 3 nutritious meals a day; fruits and vegetables; 3+
servings a day low-fat milk/other dairy.
Be physically active 60 minutes a day, use protective
gear; limit nonacademic screen time to 2 hours a day.
Connectedness with family, peers, and community,

interpersonal relationships, school performance
Stay connected with family and friends; recognize some

friendships change; get involved with community.
Take responsibility for getting to school/work on time.
Consider future education/work plans.
What help do you need from me or your parents to help you reach
your goal?
Find ways to deal with stress; practice problem solving

and responsible/independent decision making.
Recognize that most disappointments and setbacks are
temporary; if you find that you are so sad, depressed,
nervous, or angry that you cant get back on track with
life, talk with parents/trusted adult/me.
Have you been feeling bored, sad, or irritable most of the time? Do
you ever feel so upset that you wished you were not alive or that
you wanted to die?
Sexuality is important to normal development as an

adult.
Do you have any questions related to physical development, sexuality, gender identity (your identity as a male or female), or sexual orientation? For females: Tell me about your periods (how often, how
heavy, painful?).
RISK REDUCTION
Tobacco, alcohol, or other drugs, pregnancy, STIs
Dont smoke, drink, use drugs/steroids/diet pills; avoid

situations with drugs/alcohol; support friends who
dont use.
Tell me about any experiences youve had with alcohol, marijuana,

or other drugs.
51
Think through how to make sure you can carry out

your decisions about sex. Considering role of alcohol
and drug use and avoiding risky places and relationships can help.
If sexually active, protect against STIs/pregnancy; make
a plan so you can carry out your decisions about sex
(avoid alcohol/risky situations).
Have you had sex? Was it wanted or unwanted? Were your partners male or female or have you had both male and female partners? Did you use a condom or other contraceptive?
Safety belt and helmet use, substance abuse and riding in a

vehicle, guns, interpersonal violence (fights), bullying

Dont use alcohol/drugs and drive.
Dont ride in car with driver who has used alcohol/
drugs.
Remove guns from home; if gun necessary, store unloaded and locked with ammunition separate; keep key
away from any children.
Do you ever carry a gun? Is there a gun at home?
52
Key= Guidance for young adult, questions
Manage conflict nonviolently; avoid risky situations;

leave violent relationships; healthy relationships are built
on respect, concern and mutual interests; saying NO is
okay.
Do you belong to a gang or know anyone in a gang? Have you
ever been hit, slapped, or physically hurt while on a date? Have
you ever been forced to have sexual intercourse?
Developmental Milestones at a Glance Infancy

Developmental Milestones at a Glance Early Childhood
APPENDICES
Appendices
Social and Emotional Development in Middle Childhood

Domains of Adolescent Development
Recommended Medical Screening Infancy
Recommended Medical Screening Early Childhood
Recommended Medical Screening Middle Childhood
Recommended Medical Screening Adolescence
Tooth Eruption Chart
Sexual Maturity Ratings
Useful Web Sites
53
Developmental Milestones at a Glance Infancy

AGE
2 Months
4 Months
6 Months
9 Months
GROSS MOTOR
FINE MOTOR
COGNITIVE, LINGUISTIC,
AND COMMUNICATION
SOCIAL-EMOTIONAL
Head up 45
Lift head
Roll over
Sithead steady
Sitno support
Roll over
Pull to stand
Stand holding on
Follow past midline

Follow to midline
Follow to 180
Grasp rattle
Look for dropped yarn
Reach
Take 2 cubes
Pass cube (transfer)
Laugh
Vocalize
Turn to rattling sound
Laugh
Turn to voice
Turn to rattling sound
Dada/Mama, nonspecific
Single syllables
Smile spontaneously
Smile responsively
KEY
Black: 50% to 90% of children pass this item.
Green: More than 90% of children pass this item.
Source: See the Child Development theme in Bright Futures: Guidelines for Health Supervision of Infants, Children, and Adolescents, Third Edition.
54
Regard own hand

Feed self
Work for toy (out of reach)
Wave bye-bye
Feed self
Developmental Milestones at a Glance Early Childhood

AGE
GROSS MOTOR
FINE MOTOR
COGNITIVE, LINGUISTIC,
AND COMMUNICATION
SOCIAL-EMOTIONAL
1 Year
Stand alone
Pull to stand
Put block in cup

Bang 2 cubes held in hands
Imitate vocalizations/sounds
Babbling*
1 word
Protodeclarative pointing*
Wave bye-bye
Imitate activities
Play pat-a-cake
15 Months
Walk backwards
Stoop and recover
Walk well
Scribble
Put block in cup
1 word*
3 words
Drink from cup

Wave bye-bye
18 Months
Walk up steps
Run
Walk backwards
Dump raisin, demonstrated

Tower of 2 cubes
Scribble
Point to at least 1 body part

6 words
3 words
Remove garment
Help in house
2 Years
Throw ball overhand

Jump up
Kick ball forward
Walk up steps
Tower of 6 cubes
Tower of 4 cubes
Name 1 picture
Combine words
Point to 2 pictures
Put on clothing
Remove garment
212 Years
Throw ball overhand

Jump up
Imitate vertical line

Tower of 8 cubes
Tower of 6 cubes
Know 2 actions
Speech half understandable
Point to 6 body parts
Name 1 picture
Wash and dry hands

Put on clothing
3 Years
Balance on each foot 1 second Thumb wiggle

Broad jump
Imitate vertical line
Throw ball overhand
Tower of 8 cubes
Tower of 6 cubes
Speech all understandable

Name 1 color
Know 2 adjectives
Name 4 pictures
Name friend
Brush teeth with help
4 Years
Hop
Balance on each foot
2 seconds
Define 5 words
Name 4 colors
Speech all understandable
Copy a cross (+)

Copy a circle
Draw a person with 3 parts

Tower of 8 cubes
KEY
Black: 50% to 90% of children pass this item.
Green: More than 90% of children pass this item.
*Absence of this milestone should trigger screening for autism.
55
Social and Emotional Development in Middle Childhood

TOPICS
Self
Family
Friends
School
Community
56
KEY AREAS (Key areas in italics are especially important for children with special health care needs.)
Self-esteem:
Experiences of success
Reasonable risk-taking behavior
Resilience and ability to handle failure
Supportive family and peer relationships
Self-image:
Body image, celebrating different body images
Prepubertal changes; initiating discussion about sexuality and reproduction; prepubertal changes related to physical care issues
What matters at home:
Expectation and limit setting
Family times together
Communication
Family responsibilities
Family transitions
Sibling relationships
Caregiver relationships
Friendships:
Making friends, friendships with peers with and without special health care needs
Family support of friendships, family support to have typical friendship activities, as appropriate
School:
Expectation for school performance, school performance/defined in the Individualized Education Program
Homework
Child-teacher conflicts, building relationships with teachers
Parent-teacher communication
Ability of schools to address the needs of children from diverse backgrounds
Awareness of aggression, bullying, and victimization
Absenteeism
Community strengths:
Community organizations
Religious groups
Cultural groups
High-risk behaviors and environments:
Substance use
Unsafe friendships
Unsafe community environments
Particular awareness of risk-taking behaviors and unsafe environments, because children may be easily victimized
Domains of Adolescent Development

EARLY ADOLESCENCE
(11 TO 14 YEARS)
MIDDLE ADOLESCENCE
(15 TO 17 YEARS)
LATE ADOLESCENCE
(18 TO 21 YEARS)
Physiological
Onset of puberty, growth spurt,

menarche (females)
Ovulation (females), growth spurt (males)
Growth completed
Psychological
Concrete thought, preoccupation with

rapid body changes, sexual identity,
questioning independence, parental
controls remain strong
Competence in abstract and future thought,

idealism, sense of invincibility or narcissism, sexual
identity, beginning of cognitive capacity to
provide legal consent
Future orientation, emotional

independence, unmasking of psychiatric
disorders, capacity for empathy, intimacy,
and reciprocity in interpersonal
relationships, self-identity; recognized as
legally capable of providing consent,
attainment of legal age for some issues
(eg, voting) but not all issues (eg, drinking
alcohol)
Social
Search for same-sex peer affiliation,

good parental relationships, other adults
as role models; transition to middle
school, involvement in extracurricular
activities; sensitivity to differences
between home culture and culture
of others
Beginning emotional emancipation, increased

power of peer group, conflicts over parental
control, interest in sexual relationships, initiation
of driving, risk-taking behavior, transition to high
school, reduced involvement in extracurricular
activities, possible cultural conflict as adolescent
navigates between familys values and values of
broader culture and peer culture
Individual over peer relationships; transition

in parent-child relationship, transition out
of home; may begin preparation for
further education, career, marriage, and
parenting
Potential
Problems
Delayed puberty, acne, orthopedic

problems, school problems,
psychosomatic concerns, depression,
unintended pregnancy; initiation of
tobacco, alcohol, or other drug use
Experimentation with health risk behaviors (eg,

sex, drinking, drug use, smoking), auto crashes,
menstrual disorders, unintended pregnancy,
acne, short stature (males), conflicts with
parents, overweight, physical inactivity, poor
eating behaviors, eating disorders (eg, purging,
binge eating, and anorexia nervosa)
Eating disorders, depression, suicide, auto

crashes, unintended pregnancy, acne,
smoking, alcohol or drug dependence
57
Recommended Medical Screening Infancy

UNIVERSAL
ACTION
Metabolic and
hemoglobinopathy
Development
Oral health
Hearing
Done according to state law
SELECTIVE
RISK ASSESSMENT (RA)
ACTION IF RA +
Blood pressure
Blood pressure
Hearing
Children with specific risk conditions

or change in risk
Prematurity with risk conditions, abnormal
fundoscopic exam, parental concern (all visits);
abnormal eye alignment (4M and 6M);
abnormal cover/uncover test (9M)
+ on risk screening questions
Anemia
Lead
Tuberculosis
Preterm/LBW; not on iron-fortified formula

Vision
1W
1M
2M
Structured developmental screen

Administer OH risk assessment
All NB before discharge; if not by discharge, in 1st month; verify documentation of
screening results and appropriate rescreening by 2M
OH = oral health; NB = newborn; LBW = low birth weight
58
NB
4M
6M
9M
NB
1W
1M
2M
4M
6M
9M
Ophthalmology referral
Referral for diagnostic audiologic

assessment
Hemoglobin or hematocrit
Lead screen
Tuberculin skin test
Recommended Medical Screening Early Childhood

ACTION
Development
Autism
Vision
Hearing
Anemia
Lead*
Structured developmental screen

Autism Specific Screen
Objective measure with age-appropriate visual acuity measurement (using HOTV;
tumbling E tests; Snellen letters; Snellen numbers; or Picture tests, such as Allen
figures or LEA symbols)
Audiometry
Hematocrit or hemoglobin
Lead screen
SELECTIVE
ACTION IF RA +
Oral health
No dental home
Referral to dental home; if not available,

oral health risk assessment (12M, 18M,
2Y, 2 12 Y). Referral to dental home (3Y).
Oral fluoride supplementation
Blood pressure
Ophthalmology referral
Referral for diagnostic audiologic assessment

Hematocrit or hemoglobin
Lead screen
Lead screen
Lead screen
Blood
pressure
Vision
Hearing
Anemia
Lead
Lead
Tuberculosis
Dyslipidemia
Primary water source is deficient

in fluoride
Specific risk conditions or
change in risk
Parental concern or abnormal
fundoscopic exam or cover/
uncover test
No previous screen or change in risk
No previous screen and + on
risk screening questions or
change in risk
+ on risk screening questions; not
previously screened with normal
results (4Y)
12M

Fasting lipid profile
15M
18M
2Y
2 12Y
UNIVERSAL
3Y
4Y
12M
15M
18M
2Y
2 12Y
3Y
4Y
*Universal lead screen = high prevalence area or on Medicaid; Beginning at age 3, blood pressure becomes part of the physical examination; Selective lead screen = low prevalence area and not on Medicaid.
59
Recommended Medical Screening Middle Childhood

UNIVERSAL
Vision
Hearing
SELECTIVE
Oral health
Vision
Hearing
Anemia
Lead
Tuberculosis
Dyslipidemia
60
ACTION
Objective measure with age-appropriate visual acuity measurement (using HOTV; tumbling
E tests; Snellen letters; Snellen numbers; or Picture tests, such as Allen figures or LEA symbols)
Snellen test
Audiometry
ACTION IF RA +
No dental home
Primary water source deficient in fluoride
No previous screen and + on risk
screening questions or change in risk
+ on risk screening questions and not
previously screened with normal results
Referral to dental home

Oral fluoride supplementation
Snellen test
Audiometry
Lead screen
Fasting lipid profile
5Y
6Y
5Y
6Y
7Y
8Y
9Y
7Y
10Y
8Y
9Y
10Y
Recommended Medical Screening Adolescence

UNIVERSAL
Vision (once during

each age stage)
Dyslipidemia (once
during Late
Adolescence)
SELECTIVE
Vision (when universal

screening not
performed)
Hearing
Anemia
Tuberculosis
Dyslipidemia (when
universal screening
not performed)
STIs
Pregnancy
Cervical dysplasia
Alcohol or drug use
ACTION
Snellen test
EARLY
(11-14Y)
MIDDLE
(15-17Y)
LATE
(18-21Y)
EARLY
(11-14Y)
MIDDLE
(15-17Y)
LATE
(18-21Y)
A fasting lipoprotein profile (total cholesterol, LDL cholesterol high

density lipoprotein [hDL], cholesterol and triglyceride). If the testing
opportunity is non-fasting, only total cholesterol and HDL
cholesterol will be usable.
ACTION IF RA +
Snellen test

+ on risk screening questions and
not previously screened with
normal results
Sexually active
Audiometry
Lipid screen
Chlamydia and gonorrhea screen; use

tests appropriate to the patient population
and clinical setting
Syphilis blood test
HIV*
Urine hCG
Pap smear, conventional slide or liquid-based
Administer alcohol- and drug-screening tool
Sexually active and + on risk

screening questions
Sexually active without contraception,
late menses, amenorrhea, or heavy or
irregular bleeding
Sexually active, within 3 years
of onset of sexual activity or no later
than age 21
*The CDC has recently recommended universal voluntary HIV screening for all sexually active people, beginning at age 13. At the time of publication, the AAP and other groups had not yet commented on the CDC recommendation, nor recommended screening criteria or techniques. The health care professionals attention is drawn to the voluntary nature of screening and that the CDC allows an opt out in communities where the HIV rate is
<0.1%. The management of positives and false positives must be considered before testing.
61
Tooth Eruption Chart
Permanent Dentition
Primary Dentition
D.E. F. G.
H.
C.
I.
B.
J.
A.
K.
T.
S.
L.
M.
R.
Q. P. O.N.
Upper Teeth
Erupt
Exfoliate
Upper Teeth
Erupt
Central incisor
8-12 months
6-7 years
Central incisor
7-8 years
Lateral incisor
9-13 months
7-8 years
Canine (cuspid)
16-22 months
10-12 years
First molar
13-19 months
9-11 years
Second molar
25-33 months
10-12 years
Lower Teeth
Erupt
Exfoliate
Second molar
23-31 months
10-12 years
First molar
14-18 months
9-11 years
6.
5.
4.
3.
7. 8. 9. 10.
11.
12.
13.
2.
15.
1.
16.
Canine (cuspid)
17-23 months
9-12 years
32.
17.
Lateral incisor
10-16 months
7-8 years
31.
18.
Central incisor
6-10 months
6-7 years
30.
19.
20.
21.
28.
27. 24. 22.
26.25.23.
29.
62
14.
Source: Reproduced with permission from the Arizona Department of Health Services, Office of Oral Health, courtesy of Don Altman, DDS, MPH.
The assistance of the American Dental Hygienists Association is gratefully acknowledged.
Lateral incisor
8-9 years
Canine (cuspid)
11-12 years
First premolar (first bicuspid)
10-11 years
Second premolar (second bicuspid)
10-12 years
First molar
6-7 years
Second molar
12-13 years
Third molar (wisdom tooth)
17-21 years
Lower Teeth
Erupt
Third molar (wisdom tooth)
17-21 years
Second molar
12-13 years
First molar
6-7 years
Second premolar (second bicuspid)
10-12 years
First premolar (first bicuspid)
10-11 years
Canine (cuspid)
11-12 years
Lateral incisor
8-9 years
Central incisor
7-8 years
Sexual Maturity Ratings

Sexual maturity ratings (SMRs) are widely used to assess
adolescents physical development during puberty in 5
stages (from preadolescent to adult). Also known as
Tanner stages, SMRs are a way of assessing the degree
of maturation of secondary sexual characteristics.
The developmental stages of the adolescents sexual characteristics should be rated separately (ie, one stage for
pubic hair and one for breasts in females, one stage for
pubic hair and one for genitals in males), because these
characteristics may differ in their degree of maturity.
Sexual Maturity Ratings: Males
Sexual Maturity Ratings: Females
SMR
PUBIC HAIR
SMR
PUBIC HAIR
Stage 1
Stage 2
Stage 3
Stage 4
Stage 5
None
Scanty, long, slightly pigmented, primarily at base of penis
Darker, courser, starts to curl, small amount
Course, curly; resembles adult type but covers smaller area
Adult quantity and distribution, spread to medial surface of thighs
Stage 1
Stage 2
Stage 3
Stage 4
Stage 5
None
Sparse, slightly pigmented, straight, at medial border of labia
Darker, beginning to curl, increased amount
Course, curly, abundant, but amount less than in adult
Adult feminine triangle, spread to medial surface of thighs
SMR
GENITALS
SMR
BREASTS
Stage 1
Stage 2
Preadolescent
Breast and papilla elevated as small mound; areolar diameter
increased
Breast and areola enlarged, no contour separation
Areola and papilla form secondary mound
Mature; nipple projects, areola part of general breast contour
Stage 1
Stage 2
PENIS
TESTES
Preadolescent
Slight enlargement
Preadolescent
Slight enlargement of testes and
scrotum; scrotal skin reddened,
texture altered
Further enlargement of testes and
scrotum
Further enlargement of testes and
scrotum
Adult
Stage 3
Longer
Stage 4
Larger in breadth,
glans penis develops
Adult
Stage 5
Stage 3
Stage 4
Stage 5
Source: Tables have been adapted with permission from Daniels1(p29) (as drawn from Tanner2); see also Spear.3(p4)
References
1. Daniels WA. Adolescents in Health and Disease. St Louis, MO: Mosby, Inc; 1977
2. Tanner JM. Growth at Adolescence. 2nd ed. Oxford, England: Blackwell Scientific Publications; 1962
3. Spear B. Adolescent growth and development. In: Rickert VI, ed. Adolescent Nutrition: Assessment and Management. New York, NY: Chapman and Hall (Aspen Publishers, Inc); 1996:3-24
63
Useful Web Sites

www.aap.org
American Academy of Pediatrics Bright Futures
http://brightfutures.aap.org
American Academy of Pediatrics Clinical Guide:
Connected Kids
www.aap.org/ConnectedKids/ClinicalGuide.pdf
Centers for Disease Prevention and Control

Physical Activity for Everyone
www.cdc.gov/nccdphp/dnpa/physical/recommendations/
young.htm
American Academy of Pediatrics Red Book Online

www.aapredbook.org
Child Safety Seat Information

(866-SEATCHECK [866-732-8243])
www.seatcheck.org
American Association of Poison Control Centers

(Poison Control: 800-222-1222 and 911)
www.aapcc.org
Institute of Medicine of the National Academies

www.iom.edu/file.asp?id=21372
American College of Obstetricians and Gynecologists

www.acog.org
Automotive Safety Program
www.preventinjury.org
Morbidity and Mortality Weekly Report
www.cdc.gov/mmwr/pdf/ss/ss5505.pdf
64

National Immunization Information Hotline
(800-CDC-INFO)
www.vaccines.ashastd.org
Centers for Disease Prevention and Control

National Immunization Program
www.cdc.gov/vaccines
Maternal and Child Health Bureau

Accurately Weighing & Measuring: Technique
http://depts.washington.edu/growth/module5/text/
contents.htm
MyPyramid, US Department of Agriculture
www.mypyramid.gov/kids/index.html
National Association for Sport & Physical Education
www.aahperd.org/naspe/template.cfm?template=
toddlers.html
National Cancer Institute Smoking Cessation Information

(1-800-QUITNOW)
http://1800quitnow.cancer.gov
National Center for Education Statistics
www.nces.ed.gov
National Center for Health Statistics
www.cdc.gov/nchs
National Center for Health Statistics Growth Charts
www.cdc.gov/growthcharts
National Center for Homeless Education
www.serve.org/nche
National Guideline Clearinghouse
www.guideline.gov
National Institute of Mental Health
www.nimh.nih.gov
Olweus Bullying Prevention Program

www.clemson.edu/olweus/index.html
Reach Out and Read
www.reachoutandread.org
Safe Kids Worldwide
www.safekids.org/members/unitedStates.html
Statistical Abstract of the United States
www.census.gov/prod/www/statistical-abstract.html
The Cochrane Collaboration
www.cochrane.org
The National Early Childhood Technical Assistance Center
www.nectac.org/topics/earlyid/partcelig.asp
The Presidents Council on Physical Fitness and Sports
http://fitness.gov
National Maternal and Child Oral Health Resource Center

www.mchoralhealth.org
US Department of Health & Human Services

Guide to Reliable Health Information
www.healthfinder.gov
National Society of Genetic Counselors

www.nsgc.org/consumer/familytree
US Department of Labor
http://jobcorps.doleta.gov
National Youth Violence Prevention Resource Center

www.safeyouth.org
Web-based Injury Statistics Query and Reporting System

www.cdc.gov/ncipc/wisqars
65

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BRIGHT FUTURES

Guidelines for Health Supervision of

US Department of Health and Human Services

The American Academy of Pediatrics

American Academy of Pediatrics

Bright Futures at the American

ounded in 1930, the American Academy of

What Is Bright Futures?

How to Use This Guide

he Pocket Guide is based on Bright Futures:

Sections of the Pocket Guide

Developmental Observation: Includes observation of

n todays complex and changing health care system,

How do you and your partner manage the babys behavior?

Begin with affirming questions.

What are some games youre really good at?

Wait at least 3 seconds to allow the family to respond

Building Effective Partnerships

4. Identify shared goals.

5. Develop joint plan of action based on stated

2. Identify health issues through active listening and

3. Affirm strengths of child and family.

6. Follow up to sustain the partnership.

Fostering Family-Centered Communication

Offer supportive comments.

Active Listening Skills: Nonverbal Behaviors

Promoting Health and Preventing Illness

3. Incorporate family and community resources.

Listen for verbal, and observe nonverbal, cues to

How do you balance your roles of partner and parent? When

2. Give personalized guidance.

Tell me about your childs bedtime routine.

Identify community resources, such as a lactation

Have I addressed your question?

Identify possible barriers.

What problems do you think you might have in following

Managing Time for Health Promotion

4. Work with the family to prioritize goals for the

I appreciate your concerns about _____. While you are here, I

5. Suggest other options for addressing unmet

3. Identify familys needs and concerns for visit.

Educating Families Through Teachable Moments

5. Seek and provide feedback.

Four characteristics of the teachable moment

Telling (explain, provide information, give direction)

Works well when giving initial explanations or clarifying concepts

Advocating for Children, Families, and Communities

2. Assess the situation.

Choose a specific area of focus.

Obtaining special education services for a child.

Clarify familys beliefs and expectations about the issue.

Parents may have tried unsuccessfully to obtain services for their

Obtain data through some initial fact finding.

Contact board of education or local public health department.

Talk with others; determine progress.

Do any local school coalitions address this issue?

Obtaining special education services for one child rather than

Use existing resources.

Supporting Families Successfully

nderstanding and building on the strengths of

Children and Youth With Special Health Care Needs

The child or youth with special health care needs shares